E002 2016-2017 Self-Study Questionnaire 8-18-15

ABET SELF-STUDY QUESTIONNAIRE: TEMPLATE FOR A SELF-STUDY REPORT 2016-2017 Review Cycle

ENGINEERING ACCREDITATION COMMISSION ABET 415 N. Charles St. Baltimore, MD 21201 Phone: 410-347-7700 Fax: 410-625-2238 Email: eac@abet.org Website: http://www.abet.org

Table of Contents BACKGROUND INFORMATION ............................................................................................... 4

CRITERION 1. STUDENTS ......................................................................................................... 6

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ................................................. 19

CRITERION 3. STUDENT OUTCOMES .................................................................................. 23

CRITERION 4. CONTINUOUS IMPROVEMENT ................................................................... 25

CRITERION 5. CURRICULUM................................................................................................. 45

CRITERION 6. FACULTY .......................................................................................................... 61

CRITERION 7. FACILITIES ...................................................................................................... 81

CRITERION 8. INSTITUTIONAL SUPPORT .......................................................................... 88

PROGRAM CRITERIA – B.S. IN COMPUTER ENGINEERING ............................................ 92

APPENDIX A – Course Syllabi ................................................................................................... 97

APPENDIX B – Curriculum Vitae ............................................................................................. 177

APPENDIX C – Equipment........................................................................................................ 211

APPENDIX D – Institutional Summary ..................................................................................... 213

Signature Attesting to Compliance ............................................................................................. 224

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ABET Self-Study Report

for the

Computer Engineering Program

at

Prairie View A&M University

Prairie View, Texas

June 28, 2016

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.

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Computer Engineering Program Self-Study Report for

EAC of ABET Reaccreditation

BACKGROUND INFORMATION

A. Contact Information Dr. Pamela Holland Obiomon, Interim Department Head Electrical and Computer Engineering Department Prairie View A&M University P. O. Box 519, MS 2520 Prairie View, Texas 77446- 0519 Telephone: 936-261-9907 (direct)/ 936-261-9907 (department) Fax: 936-261-9930 Email: phobiomon@pvamu.edu

B. Program History The Computer Engineering Program was approved summer 2003 and started June 2003. The first graduate of the program, Ms. Kristina Smith, graduated in May 2006. There were 15 students in the program during the fall of 2003 semester. The program grew to 91 students during the fall of 2015 semester. The last general ABET review was in the 2009-2010 cycle. No significant changes have been made to the curriculum. The program faculty is adequate and has a very low attrition rate. The program currently has thirteen tenured faculty members, one tenure-track faculty member, one instructor, two adjunct instructors, two administrative assistants and a technician.

A. Options The Computer Engineering Program has no program options. However, the students in the program can take technical electives from the following areas: (i) Microelectronics, (ii) Communications and Signal Processing, (iii) Power and Control Systems and (iv) Computer Engineering.

B. Program Delivery Modes The program is offered during days, evenings with traditional lecture/laboratory courses. There are no off-campus instructions.

C. Program Locations The Computer Engineering Program is solely located and operated on the Prairie View A&M University campus located in Prairie View, Texas.

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D. Public Disclosure The Program Education Objectives (PEOs), Student Outcomes (SOs), annual student enrollment and graduation data are posted or made accessible to the public at the following URLs: i) Program Education Objectives (PEOs): http://www.pvamu.edu/ece/computer-engineering-program-objectives/ ii) Student Outcomes (SOs): http://www.pvamu.edu/ece/student-outcomes-for-the-computer-engineering-program-2/ iii) Annual student enrollment and graduation data: https://www.pvamu.edu/include/ece/ce-enrollment-and-degrees-awarded.pdf The Computer Engineering Program is accredited by the Engineering Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202 – telephone: 410-347-7700.

E. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them

There were no deficiencies, weaknesses or concerns from the most recent ABET final statement.

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GENERAL CRITERIA

CRITERION 1. STUDENTS

A. Student Admissions The student admissions information and requirements at Prairie View A&M University is published in the University catalog at http://catalog.pvamu.edu/admissionsinformationandrequirements/undergraduate_information/ . Freshman Admission Applicants for admission to the freshman class submit their application materials as early as possible in their senior year of high school. All students are required to submit the Apply Texas Application for admission (available www.pvamu.edu/www.applytexas.org and a nonrefundable $25.00 processing fee. Transcripts submitted should include all semesters of high school credits as soon as grades are available. Applicants are requested to furnish final transcripts immediately following graduation from high school. All students are required to have Texas Success Initiative Assessment (TSIA) scores on file prior to registration. Freshman applicants for college admission are those who have graduated from high school, are nearing completion of high school or have earned a General Equivalency Diploma (GED). Applicants must satisfy the freshman admission requirements. All freshman applicants must submit test results from either the American College Testing (ACT) Examination or the Scholastic Aptitude Test (SAT-I). Application Eligibility for admission is determined by evaluation of the completed application and supporting documents. All first time college freshmen must submit the following items to the Office of Undergraduate Admissions:

1. Completed Apply Texas Application for Admission 2. A $25 nonrefundable processing fee which is due for each semester an applicant applies. A fee waiver

may be submitted in lieu of the $25 fee by first time freshmen students only. 3. The university accepts only ACT or SAT score reports. An official SAT Reasoning Test or ACT score

report is required. Scores must be sent directly from the testing agency. Faxed, e-mailed or scanned reports will not be accepted.

4. An official high school transcript for all previous work showing completion or a GED certificate showing that the equivalent of a diploma has been earned is required.

5. For a freshman to complete the application file and finalize the admission process, a final transcript must be sent directly from the applicant’s high school. It is the responsibility of the student to request that the transcript be sent. The high school transcript must include the graduation date and rank in class. If the transcript(s) submitted as part of the application procedure are final and official, additional transcripts are not required. Faxed, emailed or scanned transcripts will not be accepted.

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Types of Undergraduate Admission . Honors Admission (Apply separately for scholarship assistance) Freshman Admission is competitive and by invitation. The Honors Program is a cohort-based program. The applicant’s file is reviewed and includes the applicant’s transcript, SAT or ACT scores, a two-page personal statement, and a letter of recommendation. The requirements are as follows:

1. An official high school transcript including the following: English: 4 credits Mathematics: 4 credits (Algebra I and above) Science: 3 credits (Biology, Chemistry and Physical Science) Social Studies: 4 credits (World Hist-1, World Geography 1, U.S. Hist-1, U.S. Government- 1/2, Economics-1/2) Foreign Language: 2 credits in a single language Computer Science: 1 credit

2. A high school GPA of 3.5 or higher on a 4.0 scale 3. SAT Reasoning Test-I score of 1200 (Critical Reading/Verbal & Math) an ACT score of 25 4. Passage of any state mandated examination used as a high school exit examination.

Automatic Unconditional Admission Students in the state of Texas who graduate with a grade point average in the top10% of their high school graduating class in one of the two school years prior to the academic year for which the students are applying for admission (TEC 51.803) are eligible for unconditional admission. Unconditional Admission The requirements for unconditional admission are as follows:

1. An official high school transcript or GED 2. Passage of any state mandated examination used as a high school exit examination 3. High school grade point average that is equal to or greater than a “C+” (2.50 on a 4.00 scale) 4. SAT Reasoning Test-I total score of 820 (Critical Reading & Math) or an ACT score of 17

Conditional Admission The requirements for conditional admission are as follows:

1. An official high school transcript or GED 2. Passage of any state mandated examination used as a high school exit examination 3. High School grade point average of 2.50 on a 4.00 scale 4. SAT Reasoning Test-I total score of 710 - 819 (Critical Reading/Verbal & Math) or an ACT composite

score of 15-16. Admission to the College of Engineering Admission to the Roy G. Perry College of Engineering is based on the University’s undergraduate admissions requirements plus the criteria for the College of Engineering. The admission information and requirements for the Roy G. Perry College of Engineering is published in the University Catalog at http://catalog.pvamu.edu/academicprogramsanddegreeplans/roygperrycollegeofengineering/#collegerequirementstext

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The admission requirements for the Computer Engineering program are published in the University catalog at http://catalog.pvamu.edu/academicprogramsanddegreeplans/roygperrycollegeofengineering/electricalandcomputerengineering/#text. The first–time freshmen requirements for direct admission to the Computer Engineering Program are shown in Table 1-1. The first–time freshmen requirements for conditional admission to the Computer Engineering Program are shown in Table 1-2.

Table 1-1 First–time Freshmen Requirements for Direct Admission to the Computer Engineering Program Academic

Major Meet

PVAMU Admission Standards

High School GPA

SAT/ACT High School Rank

THEA Passed

Computer And

Electrical Engineering

Yes 3.00 930/19 Top 25% Yes (All Subjects)

Table 1-2 First –time Freshmen Requirements for Conditional Admission to the Computer Engineering Program

Academic Major

Meet PVAMU

Admission Standards

High School GPA

SAT/ACT High School Rank

THEA Passed

Computer And

Electrical Engineering

Yes 2.50 820/17 Top 50% No

B. Evaluating Student Performance Grading System The faculty members follow the university’s grading system to evaluate the students’ performance in their classes. The standard university grading scale is indicated in Table 1-3.

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Table 1- 3 Standard University Grading Scale Grade Meaning Score Range Grade Values A Excellent 90-100 4 B Good 80-89 3

C Satisfactory 70-79 2

D Passing 60-69 1

F Failing 0-59 0

S Satisfactory 70-100 0

U Unsatisfactory 0-69 0

I Incomplete 0

W Withdrawal from a course

0

WV Withdrawal from the University Voluntarily

0

MW Military Withdrawal 0

Incomplete “I” Grade An “I,” incomplete, may be granted only when an authorized absence or other cause beyond the student’s control has prevented the student from completing a major course requirement, usually a final examination or major paper due near the end of a course. The student must have a passing average in all work completed at the time the incomplete is given. Incomplete work must be completed and a grade recorded within one calendar year from the close of the term in which the grade was earned. If the incomplete is not removed within the time allotted, the “I” will be changed to “F” by the registrar. This regulation does not apply to thesis problems, research credit courses, internships, or student teaching which may go beyond the end of the semester but does apply to terminal project credit courses. Grade Replacement for Repeated Courses Effective fall of 2011, undergraduate students have the option to replace up to 12 semester credit hours of courses where a C, D, or F is earned in a course, effective with courses taken during the fall of 2011. Students will have to request to replace the course with the Office of the Registrar with department approval. Grades repeated, but not replaced, will be averaged into the cumulative grade point average. Limit on Repetition of Upper Level Course Students who accumulate two failures in upper level (3000 or above) courses are required to obtain approval from their academic dean to take the course for a third time. Grade Point Average The grade point average (GPA) is determined by adding Grade Values multiplied by Credit Hours for all courses completed during a period and dividing that total by the total credit hours attempted during the period. Withdrawal (W), Voluntary Withdrawal (WV), Military Withdrawal (MW), Administrative Withdrawal (WA), and Incomplete (I) will not be included among grades used to compute grade point averages.

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Grade Reports Students may acquire their mid-term and final grades via the WEB through http://panthertracks.pvamu.edu. Mid-term grades are progress reports and are not recorded on the student’s permanent record. Final grades are recorded on the student’s permanent record at the close of each semester and summer term. If an error in the recording of grades is suspected, the student should report this immediately to the instructor, department head, or dean for verification and correction, if appropriate. General University Probation/Suspension Policy Failure to maintain minimum standards will cause a student to be placed on probation or suspension. Conditions governing probation and suspension are listed below:

1. Any student whose cumulative grade point average falls below 2.0 is placed on probation. 2. Any student on probation who does not receive a 2.0 semester grade point average is suspended. 3. Any student on probation for three consecutive regular semesters is suspended. (This is possible if the

student who has a cumulative grade point average earns a semester grade point average of 2.0 or above but does not raise the cumulative grade point average above 2.0) However, a student on probation who has earned a 2.0 or better for three consecutive semesters can appeal the suspension to the Committee on Academic Standing before serving the suspension. A decision to continue the student’s probation in lieu of suspension must be approved by the Provost and Vice President for Academic Affairs.

4. If a student’s cumulative GPA drops below 1.00 at the end of any long semester (fall or spring), the student will be suspended.

5. The length of the first suspension is one regular semester. The second suspension is for one year. After a second suspension, a student must meet all academic requirements or be dismissed.

6. Academic probation and suspension will be noted on the student’s permanent record. Following suspension, a student is on probation for the next semester and thus is governed by the guidelines for students on probation. University Graduation Requirements Each degree program has established courses, examinations, and other performance requirements students must satisfy in order to be awarded a degree. General graduation requirements include:

1. Satisfactory completion of work in an academic major; 2. Satisfactory completion of the core curriculum requirements; 3. A minimum cumulative grade point average of 2.00; 4. Completion of the residency requirement: A minimum of 36 semester hours of credit toward a

degree must be earned in residence at Prairie View A&M University. For the Bachelor of Architecture program, a minimum of 42 semester hours of credit toward the degree must be earned in residence at Prairie View A&M University;

5. Completion of 30 of the final 36 semester hours of credit in residence at Prairie View A&M University.

College Academic Requirements Along with meeting the general requirements of the university, students enrolled in the College of Engineering must maintain the following performance levels in order to satisfy degree requirements:

1. Earn an overall grade point average of 2.0 or better in courses taken outside of the college and earn a grade of C or better in English, mathematics, and science courses.

2. Earn a grade of C or better in each course taken within the college.

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3. Earn a grade of C or better in the prerequisite before advancing to the next level course in a sequence for English, mathematics, and science courses.

4. Earn a grade of C or better in prerequisite courses before advancing to the next level course in college courses.

5. Demonstrate professional standards and ethical conduct. Students who transfer from other colleges and universities must meet the University’s scholastic regulations and additional core curriculum requirements for engineering. Eligibility To Take Upper Division College Courses The College of Engineering has an eligibility standard for the students to take upper division college courses. Students in the engineering programs must complete a prescribed set of courses listed in the catalog section outlining specific degree programs and have a minimum Grade Point Average (GPA) of 2.5 to be eligible to enroll in upper division (3000 or 4000 level) courses in the College. Students transferring to the College of Engineering with 60 or more semester hours from another institution will be allowed a period of one semester to comply. Prerequisites Each student is assigned to a faculty advisor. Faculty and students have access to PantherTracks or WFS (Web for Students). The Web for Students software gives students access to their records and provide academic services over the Internet. The software is integrated into the Student Information System called Banner. Banner houses all course and student-related data. PantherTracks allows faculty to perform certain functions such as viewing and entering grades for students, performing degree assessments to better advise students and view their class schedules and enrollment. Students have access to their records and can register for courses over the Internet using PantherTracks. In order for a student to register for courses using PantherTracks, a faculty advisor must provide an Alternate Registration Personal Identification Number (PIN) to the student. Prior to providing the PIN to the student, the faculty advisor reviews the student’s information in PantherTracks and suggests courses to be taken by the student if the prerequisites are met. The student completes a registration form with the suggested courses and the advisor approves it. After approval of the courses, the student is allowed access to PantherTracks to register using the Alternate Registration PIN. PantherTracks interfaces with Banner to ensure that prerequisites are met. A student is not permitted to register for a course unless all prerequisites identified in PantherTracks are met or the advisor approves an override of the system. When prerequisites are not met the student has to consult the advisor for other courses which can be taken. In addition, each instructor teaching an Computer Engineering course is required to verify that all students enrolled in a course have met the prerequisite requirements before the twelfth day of class. Students who do not have prerequisites are notified and dropped from the course. Graduation Evaluation An assigned faculty advisor advises Computer Engineering seniors. During the semester prior to graduation, the advisor reviews the senior student’s records and advises the student to take the courses needed to meet the degree requirements. During the final semester of graduation, the faculty advisor and Department Head conduct a final degree audit to ensure that each student applicant for graduation has met all of the degree requirements for the student’s specific catalog year. The Department Head uses a Curriculum, Advising and Program Planning (CAPP) degree audit software tool in PantherTracks to ensure that every student who

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graduates from this program accomplished all degree requirements. A Graduation Audit Certification form is prepared by the Department Head for each graduating candidate to certify that all requirements of the degree have been met. The form is signed and approved by the Department Head, the Dean of College of Engineering, and the Registrar of the University.

C. Transfer Students and Transfer Courses Transfer Credit Policies and Enforcement Applicants who have earned fewer than 15 transferable semester credit hours (SCH) and have a 2.0 college grade point average (GPA) will be admitted if they satisfy the regular requirements for freshman admissions. (See section on Freshman Admission). This applicant must have graduated high school within the previous (12) months.

A student transferring from community/junior college or another university with 15 or more transferable semester credit hours will be admitted with a cumulative grade point average of 2.00 or higher on a 4.0 scale from the last school attended. Official transcripts of all coursework completed at each institution must be submitted. Remedial and some technical courses in which grades of “D” or “F” were earned will not be accepted. A student on academic probation or suspension from another institution is not in good academic standing and is not eligible for admission. Transfer students must satisfy all Prairie View A&M University requirements for graduation. All courses and grades transferred from other colleges and/or universities are recorded as received on the student’s academic record at Prairie View A&M University. Changes in the evaluation of transfer credit will not be permitted after one (1) year from the student’s initial evaluation at Prairie View A&M University. Grades earned at other institutions may not be used to remove a grade point deficiency acquired in residence at Prairie View A&M University.

Students wishing to transfer must submit the following items to the Office of Undergraduate Admissions:

1. Completed ApplyTexas application for admission. 2. The $25.00 non-refundable application processing fee which is due for each semester an applicant

applies. 3. Official college/university transcript(s) from all institutions attended. Faxed, emailed or scanned

transcripts will not be accepted. If applicable, a written request to use the Academic Fresh Start Program, prior to admission. Section 51.931 of the Texas Education Code, a Texas resident may apply for admission to the University as an undergraduate student and request that course credits or grades earned 10 or more years be deleted prior to the semester the applicant plans to enroll. Students must submit a written request for “Academic Fresh Start” prior to course registration, to the Office of Undergraduate Admissions.

If a student has successfully completed the 42-semester credit hour core mandated by the state of Texas, the student will have fulfilled the core curriculum requirements for Prairie View A&M University. A student who has not completed the core curriculum elsewhere will be required to complete the University core. A student must meet special program requirements in addition to general core curriculum requirements.

Transfer Credits for Core Curriculum All degree programs at Prairie View A&M must include a minimum of 42 semester hours of course work from approved areas of study and recognized as the required general education program. The Texas Common Courses for the core curriculum are listed in a table at the link http://www.pvamu.edu/academicaffairs/academics/core-curriculum-2014/core-curriculum-courses/ . The table shows equivalent courses that may be transferred from Texas community and junior colleges as approved by the

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Texas Higher Education Coordinating Board and published in the Community General Academic Course Guide Manual. To assist students who transfer to Prairie View A&M University from other public colleges and universities in Texas, the University carefully evaluates course credits presented for acceptance toward fulfillment of degree requirements. In the event the university denies credit for a course a student has taken at another institution, notification of that denial is transmitted to the student and to the institution at which the credit was earned. The procedures for the contest of denial of credit can be obtained from the Office of Student and Enrollment Services or the Provost and Vice President for Academic Affairs. Transfer Credits in Major Area Transfer credits other than the university core curriculum, including College and Support Area Requirements, Major requirements, and Technical Electives are evaluated in the Electrical and Computer Engineering Department. The Department Head monitors the transfer evaluation process. Before the Department Head conducts the evaluation, the Prairie View A&M Registrar’s Office must have recorded the candidates transfer courses in the PantherTracks/Banner, according to the student’s transcripts from other colleges. The record in PanthertTracks/Banner includes course names, grades, credit hours, and college name. The Department Head meets the students to verify the record and builds Transfer Courses in the Computer Engineering Program. During the meeting with the students, the Department Head may ask for course descriptions, syllabi, and other supporting documentation for the transferred courses. At times, the professor who teaches the subject at Prairie View A&M may be asked to review the supporting documentation before a decision of acceptance or rejection is made. A summary of transfer evaluation is generated for each transfer student who requires transfer credits other than the core curriculum.

D. Advising and Career Guidance Advising Students Freshmen and transfer students who have earned less than 30 semester credit hours receive initial advising from the department and registration at the University College. Each student is assigned to a primary faculty advisor and a supportive faculty advisor. The advisors are shown in Table 1-4 and Table1- 5.

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Table1- 4: Primary Advisors

LAST NAME OF STUDENT BEGINNING WITH

PRIMARY ADVISORS

A – B Dr. Penrose Cofie – EE Bldg. 348 C – D Dr. Matthew Sadiku – EE Bldg. 328 E – F Dr. S.T. Koay – EE Bldg. 324 G – H Dr. Suxia Cu i– EE Bldg. 334 I – J Dr. John Fuller – EE Bldg. 344 K – L Dr. Lijun Qian – EE Bldg. 332 M – N Dr. Xiangfang, Li – EE Bldg. 336 O – P Dr. Abburi Kumar – EE Bldg. 326 Q – R Dr. Warsame Ali - EE Bldg. 315H S – T Dr. Richard Wilkins – EE Bldg. 351 U – V – W Dr. C.L. Tolliver – EE Bldg. 320 X – Y – Z Dr. A. Annamalai – EE Bldg. 350 Freshmen Student Advisor Dr. John Attia – EE Bldg. 342 Freshmen Student Advisor Dr. Kelvin Kirby - EE Bldg. 352 Undergraduate Coordinator Dr. Warsame Ali – EE Bldg. 315H Transfer Student Advisor Dr. Abburi Kumar – EE Bldg. 326 Transfer Student Advisor Dr. John Attia – EE Bldg. 342

Table 1-5: Secondary Advisors

LAST NAME OF STUDENT BEGINNING WITH

SECONDARY ADVISORS

A – B Dr. Matthew Sadiku – EE Bldg. 328 C – D Dr. Penrose Cofie – EE Bldg. 348 E – F Dr. Suxia Cu i– EE Bldg. 334 G – H Dr. S.T. Koay – EE Bldg. 324 I – J Dr. Lijun Qian – EE Bldg. 332 K – L Dr. John Fuller – EE Bldg. 344 M – N Dr. Abburi Kumar – EE Bldg. 326 O – P Dr. Xiangfang, Li – EE Bldg. 336 Q – R Dr. Richard Wilkins – EE Bldg. 351 S – T Dr. Warsame Ali - EE Bldg. 315H U – V – W Dr. A. Annamalai – EE Bldg. 350 X – Y – Z Dr. C.L. Tolliver – EE Bldg. 320

Freshmen Student Advisor Dr. Abburi Kumar – EE Bldg. 326

Transfer Student Advisor Dr. Warsame Ali – EE Bldg. 315H

When both advisors of a student are not available during the registration period; the student may be advised by another available faculty advisor in the Department or the Department Head.

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During pre-registration and regular registration periods, a student completes an advisement/registration form which is reviewed by an assigned faculty advisor. The advisor provides advisement based on the degree requirements in the university catalog, the faculty advisor reviews the performance of the student’s past academic record and counsels the student on course selection that provides the best academic progress for the student. After the student completes the Advisement/Registration Form, both the advisor and the student sign their names on the form. The advisor then gives the student an Alternate Registration Personal Identification Number (PIN) such that the student can register in PantherTracks. The advisor retains a copy of the signed Advisement/Registration Form for the advisor’s record. The advisor keeps a copy for one year as required by the university. PantherTracks is an all documents computer system which keeps a record of the registration history of the student also. In addition to advising students on the courses to take during a semester, faculty advisors advise students on career opportunities, the importance of advanced degrees, and career paths that will meet the goals of the students. Career Guidance In addition to discussing career opportunities, options, and preparation strategies with their assigned departmental advisor or head of department, students may take advantage of the Career Services and Outreach Office, which provides programs and services that assist both graduating and continuing students in obtaining professional employment. The Career Services and Outreach Office provides services for employment, and combinations of recruitment, cooperative education (co-op), and summer intern employment opportunities in the various academic fields offered at the University. In collaboration with each University department and college, Career Services works to inform students about career opportunities available in the marketplace. Career Services offers a variety of seminars and workshops on resume writing, interviewing skills, dressing for success, on-the-job survival, salary negotiation and more. The Career Services and Outreach Office, hosts several hundred business and industry recruiters annually, and establishes relationships with recruiters throughout the United States and abroad. During each academic year, two University career fairs are sponsored to bring employers and students together to discuss full-time, internship and co-op opportunities. The Career Services and Outreach Office also provides assistance for current and former students seeking information on graduate and professional schools and various fellows programs. The Computer Engineering Department offers two six-hour internship courses (ELEG 3156 and ELEG 4156). A qualified co-op or internship requires work experience with an approved engineering firm or engineering oriented business agency, planning agency, public service agency, or consulting firm which provides an introduction to the profession.

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E. Work in Lieu of Courses Academic Information and Regulations for Credit from Sources Other Than Prairie View A&M University Courses is published in the University Catalog at http://catalog.pvamu.edu/academicinformationandregulations/#externalcoursestext. Courses being transferred from an institution outside the territorial United States must be evaluated. Students are required to have their course work evaluated by one of the following or an equivalent recognized service and are to submit the evaluation to the Office of Admissions, Articulation and Transfer Services at least thirty (30) days before the beginning of the semester for which the student wishes to enroll. The Educational Credential Evaluators, Inc. P.O. Box 514070 Milwaukee, Wisconsin 53203-3470 414-289-3400 Span Tran Educational Services 7211 Regency Square Blvd. Ste. #205 Houston, Texas 77036 713-266-8805 Correspondence and Extension Courses Correspondence or extension courses will be treated as transfer courses and not included in the cumulative GPA. All such courses must be approved by the dean of the respective college before they are accepted as transfer credit in a degree program. Military School Credit Credit for courses taken at military schools or by correspondence will be evaluated for acceptance by the Office of the Registrar in accordance with American Council on Education guidelines. Credit will be awarded upon a military student’s matriculation as a student at the University’s main campus or approved off-campus sites. Advanced Placement Testing (AP) Advanced Placement Tests are developed by the College Board and administered nationally at approved test sites where the Scholastic Aptitude Test is administered. Scores on the national Advanced Placement Test between the levels of 3 and 5 will be acceptable for credit. Credit for advanced placement is subject to the total hour limitation of 30 semester credit hours. College Level Examination Program (CLEP) The CLEP is a national testing program offering students the opportunity to earn college credit by examination. The University will accept credit by examination in American Literature, General Biology, General Chemistry, College Composition, English Literature, Foreign Languages, American Government, American History, and Mathematics. The acceptance of credit by the University does not assure the application of this credit to a specific degree or other program.

CLEP tests taken at Prairie View A&M University will normally be counted in the student’s cumulative grade point average (GPA). If a course has been taken and failed at Prairie View A&M University and a CLEP test for that course is subsequently taken and passed, the CLEP grade will not be counted in the cumulative GPA and

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will not replace the failed grade on the official transcript. It will satisfy the degree requirement. CLEP tests taken through other institutions will not be included in the cumulative GPA. Scores from the general knowledge tests will not be accepted. Only scores from the subject tests will be accepted.

International Baccalaureate Organization (IBO) Prairie View A&M University (PVAMU) recognizes the International Baccalaureate program for those students who earn the IB diploma, or a specific grade in the IB course. Presently, PVAMU awards credits for IB courses taken at the both the Higher Level (HL), and Standard Level (SL).

IB Limitation Students who earn an IB diploma may be given credit for at least 24 Semester Credit Hours (SCH) at PVAMU provided that they score at least a 4 on each subject exam. However, it will be the student’s responsibility to request such credit. PVAMU strongly encourages students to meet with their academic advisor to determine how much credit will best serve their degree matriculation. Students who score less than a 4 will not be granted credit for that particular exam. No grade will be awarded; only SCH for specific courses. Credit will not be awarded for an exam if the student is enrolled in the course of has already taken the course.

IB Acceptable Scores and Credit An official score report must be received from a first-time freshman (or any student who has not received college credit for these exams at another institution) before credit will be awarded. A transfer student, who has received credit for one or more IB exams at another institution, may be granted SCH at PVAMU upon receipt of an official transcript from the other institution as long as the credit awarded at the other institution is transferable to PVAMU.

A student must earn the International Baccalaureate diploma and receive a score of at least a 4 to receive and SCH for the IB exam. Students who take the IB exam without achieving the IB diploma will be evaluated on an individual basis.

F. Graduation Requirements University Graduation Requirements Each degree program has established courses, examinations, and other performance requirements students must satisfy in order to be awarded a degree. General graduation requirements include:

(i) satisfactory completion of work in an academic major. (ii) satisfactory completion of the core curriculum requirements.

College Academic Requirements Along with meeting the general requirements of the university, students enrolled in the College of Engineering must maintain the following performance levels in order to satisfy degree requirements:

(i) Earn an overall grade point average of 2.0 or better in courses taken outside of the college and earn a grade of C or better in English, mathematics, and science courses.

(ii) Earn a grade of C or better in each course taken within the college. (iii)Earn a grade of C or better in the prerequisite before advancing to the next level course in a sequence for

English, mathematics, and science courses.

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(iv) Earn a grade of C or better in prerequisite courses before advancing to the next level course in college courses.

(v) Demonstrate professional standards and ethical conduct. At the beginning of the student’s final year at the University, the faculty advisor reviews the records of the graduation candidates to make sure all curriculum requirements have been met. During the final semester, the Department Head receives evaluation forms from the Registrar’s Office and does a final compilation of grades and verification of graduation status. After the Department Head’s review, the Dean of the College of Engineering reviews all graduation candidates and presents his evaluation to the Registrar’s Office. The Registrar again reviews all candidates for curriculum requirements. If all requirements are met and the student is in good financial standing with the University, the degree is awarded. The degree awarded is a Bachelor of Science in Computer Engineering.

G. Transcripts of Recent Graduates The program will provide transcripts from some of the most recent graduates to the visiting team along with any needed explanation of how the transcripts are to be interpreted. The degree to be awarded is a Bachelor of Science in Computer Engineering.

19

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

A. Mission Statement Prairie View A&M University is a state-assisted, public, comprehensive land grant institution of higher education. The University was designated in a 1984 amendment to the Texas Constitution as an institution of the first class. It is dedicated to achieving excellence and relevance in teaching, research, and service. It seeks to invest in programs and services that address issues and challenges affecting the diverse ethnic and socioeconomic population of Texas and the larger society including the global arena. The University seeks to provide a high quality educational experience for students who, upon completion of bachelors, masters, or doctorate degrees, possess self-sufficiency and professional competence. The experience is imbued by the institution’s values including, but not limited to, access and quality, accountability, diversity, leadership, relevance, and social responsibility. The mission of Prairie View A&M University is published in the University catalog at the following URL: http://catalog.pvamu.edu/generaluniversityinformation

B. Program Educational Objectives The Program Educational Objectives of the Computer Engineering Program are:

1. To produce graduates for successful careers in Computer Engineering and other related fields. 2. To produce graduates who engage in self-development activities through professional study and

personal research that will allow them to adapt to evolving technological challenges. 3. To produce graduates who can successfully complete graduate degrees in Computer Engineering or

other disciplines that they may choose. The Program Education Objectives (PEOs) are posted and made accessible to the public at the following URL: http://www.pvamu.edu/ece/computer-engineering-program-objectives/

C. Consistency of the Program Educational Objectives with the Mission of the Institution Designated by the Texas Constitution as one of the three institutions of the first class, the primary goal of Prairie View A&M University is to serve Texas, the nation, and the world through high quality undergraduate, graduate, continuing education, and research programs. In addition to its designation as a statewide general-purpose institution of higher education and its designation as a land-grant institution, Prairie View A&M University is designated as a statewide special purpose institution of higher education for instruction, research, and public service programs dedicated to enabling students of diverse economic, ethnic and cultural backgrounds to realize their full potential. The Computer Engineering program serves as a value-added unit within the University in its strive to advance the Computer Engineering profession through teaching, research, scholarly work, and service to the engineering profession, our local community, the State of Texas and the nation. The first program objective (to produce graduates for successful careers in Computer Engineering and other related fields) is aligned with the

20

mission of Prairie View A&M University to provide a high quality educational experience for students who, upon completion of bachelors, masters, or doctorate degrees, possess self-sufficiency and professional competence. The second program objective (to produce graduates who engage in self-development activities through professional study and personal research that will allow them to adapt to evolving technological challenges) is in line with the University goal of investing in programs and services that address issues and challenges affecting the diverse ethnic and socioeconomic population of Texas and the larger society including the global arena. The third objective supports self-development activities through professional study and personal research and pursuing graduate degrees. All objectives are consistent with Prairie View A&M University’s dedication to achieving excellence and relevance in teaching, research, and service and providing a high quality education for students who possess self-sufficiency and professional competence. The Computer Engineering program educational objectives are consistent with the mission of Prairie View A&M University.

D. Program Constituencies The constituents of the Computer Engineering Program are:

i. Computer Engineering undergraduate students ii. Alumni of the Computer Engineering Program

iii. Computer Engineering Program faculty iv. Employers of the graduates of the Program

The constituencies of the Computer Engineering Program include our students, the alumni, faculty, and employers of the graduates. Each of these constituencies can affect or be affected by the Program Educational Objectives. The engineering students provide feedback for program improvements and are the direct beneficiaries of the program. The faculty in Computer Engineering Program is included because faculty is responsible for the development and education of the students. In addition, the program objectives are accomplished using curricula administered by faculty. Alumni are the products of the academic program. Their careers demonstrate the accomplishment of the PEOs. Employers hire the undergraduate engineering students, and graduates who accomplish all of the PEOs are a clear benefit to their employers.

E. Process for Review of the Program Educational Objectives Process for Review of the Program Educational Objectives There are several ways the faculty in the Computer Engineering Program acquires the needs of its constituents.

I. Visits of Alumni to Campus: During the year, several alumni of the Computer Engineering Program come to campus to recruit or give presentations to students. On those occasions, the faculty takes the opportunity to informally seek through alumni feedback on ways to improve the Computer Engineering Program.

II. Talk to industrial representatives: Industrial representatives come to campus during the school year. The representative may be on campus to recruit students for an internship or permanent employment. Some representatives come to campus to give technical presentations. The faculty takes these opportunities of campus visits of industrial representatives to get to know the needs of industry. In addition, the Industrial Advisory Board provides information for improving the Computer Engineering curriculum.

21

III. Meeting with students: Since Computer Engineering class sizes are relatively small, faculty members are able to have frequent conversations with students. In addition, each student must contact his or her advisor twice each year and frequent interaction with students outside the classroom environment occurs. Graduation seniors have exit interviews with the Head of Department. During the interviews the Department Head solicits opinion of the graduating seniors with respect to ways of improving the Computer Engineering Program. IV. Faculty: The inputs of faculty in program improvement are normally made during regular faculty meetings, and also through informal meetings between faculty and program head.

V. Industrial Advisory Board (IAB) : Input is received from the IAB with respect to the Program Educational Objectives. The Computer Engineering faculty formulated its first Program Educational Objectives (PEOs) spring 2000. Input from the constituents and IAB was obtained. The IAB of the Computer Engineering Program was inaugurated on May 6, 1998. The members meet normally once or twice a year. Over the years, the faculty has consulted the IAB with respect to some of the following:

(I) Curriculum changes (II) Development of the Graduate Programs (M.S. & Ph.D.) (III) Use of modern engineering tools in the Computer Engineering Programs (IV) Review of the assessment data of the Program (V) Recruitment activities (VI) Lecture topics on Ethics, Professionalism and topics of general interest to our students (VII) Industry trends

The last review of the current version of the Program Educational Objectives occurred during the 2015-2016 academic year. The process of approval began the fall of 2015. The PEOs were presented to the Computer Engineering faculty at a meeting in the beginning of the fall 2015 semester. The faculty approved a revision to the program educational objectives. During the fall 2015 IAB meeting, the revised PEOs were reviewed and approved by the members. The Computer Engineering students reviewed and approved the PEOs during the fall of 2015. The curriculum of the Computer Engineering Program has been designed to ensure the achievement of the educational objectives of the program. Table 2-1 shows the relationship of the Computer Engineering PEOs and the Computer Engineering curriculum.

22

Table 2-1: Mapping between Computer Engineering Courses and the Program Educational Objectives

Computer Engineering Course

Program Objectives

#1 #2 #3 ELEG 1021 Intro Elect Lab X X ELEG 2011 Electric Circuit Lab X ELEG 2023 Network Theory I X X ELEG 3013 Network Theory II X X ELEG 3021 Logic Circuits Lab X X ELEG 3023 Signals and Systems X X ELEG 3033 Physical Princ. Solid State X X ELEG 3043 Electronics I X X ELEG 3063 Logic Circuits X X ELEG 3071 Microproc. Sys. Lab X X ELEG 3073 Microproc Sys. X X ELEG 4253 Embedded Systems X X X ELEG 4303 Dig System Design X X X ELEG 4333 Computer Networks X X X ELEG 4393 Comp. Org. Arch X X X ELEG 4472 Senior Design I X X X ELEG 4482 Senior Design II X X X

“X” implies the course is used to satisfy the Program Educational Objective.

23

CRITERION 3. STUDENT OUTCOMES

A. Student Outcomes The Computer Engineering Program has the following student outcomes that prepare graduates to attain the Program Educational Objectives.

a. an ability to apply knowledge of mathematics, science, and engineering b. an ability to design and conduct experiments, as well as to analyze and interpret data c. an ability to design a system, component, or process to meet desired needs within realistic

constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

d. an ability to function on multidisciplinary teams e. an ability to identify, formulate, and solve engineering problems f. an understanding of professional and ethical responsibility g. an ability to communicate effectively h. the broad education necessary to understand the impact of engineering solutions in a global,

economic, environmental, and societal context i. a recognition of the need for, and an ability to engage in life-long learning j. a knowledge of contemporary issues k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering

practice The Computer Engineering student outcomes are posted and made accessible to the public at the following URL: https://www.pvamu.edu/ece/student-outcomes-for-the-computer-engineering-program-2/.

B. Relationship of Student Outcomes to Program Educational Objectives The relationships between the Computer Engineering Program Educational Objectives and Student outcomes are shown in Table 3-1. In this table, each outcome is associated with the Program Educational Objectives that it supports. All of the student outcomes are necessary for achieving the Program Educational Objectives.

24

Table 3-1: Relationships between Program Educational Objectives and Student Outcomes

Student Outcomes

Program Educational Objectives 1 2 3

a X X X b X

X

c X

X d X

X

e X X X f X X X g X

X

h X

X i X

X

j X

X k X X X

The curriculum of the Computer Engineering Program has been designed such that students graduating from the program would have met the student outcomes. Table 3-2 shows the current mapping of Computer Engineering courses to the student outcomes that were used during the 2015-2016 academic year.

Table 3-2: Mapping of Computer Engineering Courses to the Student Outcomes During 2015-2016 Academic Year

Comp. Engineering Courses a b c d e f g h i j k ELEG 1021 Intro Elect Lab X X X ELEG 2011 Electric Circuit Lab X X X ELEG 2023 Network Theory I X X X ELEG 3013 Network Theory II X X X ELEG 3021 Logic Circuits Lab X X X ELEG 3023 Signals and Systems X X X ELEG 3033 Physical Princ. Solid State

X X X

ELEG 3043 Electronics I X X X ELEG 3063 Logic Circuits X X X ELEG 3071 Microproc. Sys. Lab X X X ELEG 3073 Microproc Sys. X X X ELEG 4253 Embedded Systems X X X X X ELEG 4303 Dig System Design X X X X ELEG 4333 Computer Networks X X X ELEG 4393 Comp. Org. Arch X X X ELEG 4472 Senior Design I X X X X X X ELEG 4482 Senior Design II X X X X X X X X

25

CRITERION 4. CONTINUOUS IMPROVEMENT

A. Student Outcomes Process for Establishing and Revising Student Outcomes General Description In this section, we shall elaborate on the assessment process for the student outcomes. The following are the various items that are used for the assessment of the student outcomes of Computer Engineering Program:

1. Primary Method for Assessing Student outcomes by Using Direct Measurement at Course Level by instructors during a Semester

2. Semester Student outcomes Assessment and Improvement Report 3. Annual Student outcomes Assessment and Improvement Report 4. Secondary Annual Assessment of Student outcomes 5. Annual meeting of faculty and IAB members to review student outcome results and recommend

areas for improvement. Each of the above items in the assessment process will now be described. Primary Method for Assessing Student Outcomes Using Direct Measurement at Course Level by Instructors during each Semester Instructors for the various courses using the students’ course work perform the primary assessment of student outcomes through direct measurement of student performance. The outcomes that are being measured in a course can be found in Criterion 3 section A. The skills described in each outcome are taught and acquired by students in designated courses. Instructors in these courses cover the designated student outcomes and determine student proficiencies in the outcomes through what we generally call “assignments” consisting of tests, quizzes, various homework, design projects, written reports, oral presentations, case studies, and laboratory work. Outcomes-Based Grade Books The instructors prepare grade books that clearly show the students’ performance in each measured outcome. After grading an assignment, the instructor compiles each student’s total score in each outcome. A sample outcomes-based grade book is shown in Table 4-1. The most important items in the grade book for program outcome assessment are the semester class averages for each outcome identified. Semester Student Outcomes Assessment and Improvement Report At the end of each semester, the Department Head collects all the end of semester course outcomes assessment reports as shown in Table 4-2. The data from these are used to compile the end of semester student outcomes assessment report for all outcomes assessed in all the courses taught in the semester. A sample end of semester student outcome assessment report is shown in Table 4-3. The average of an outcome from all the courses taught during the semester is compared to an expected average of 70%. If the average of an outcome is below the expected average, the department faculty members take a look at all the courses used to measure that outcome, and identifies why student performance was low, and suggests changes that could be implemented at the program level to help students to improve in the following semester. This is done once a year. Insignificant numbers of courses are offered during the summer semester. If a significant problem is identified in specific

26

courses, the Department Head meets with faculty members teaching the course or may call a general faculty meeting to address any issues that came out of the study of the Semester Program Assessment Report.

Table 4-1: Grade Sheet showing Students and Class Performance in Student Outcomes for ELEG 3043 Electronics I (Spring 2016) for Computer Engineering Students

ELEG 3043-P01 SPRING 2016 (COMPUTER ENGINEERING STUDENTS)Outcome A Outcome C Outcome K

Stud. #

Exam3, Pr.2

Fina l Exam, Pr. 1

Out. A Ave

Out. A met

Exam 1, Pr.1

Desg Proj (pwr

supply)Out. C Ave.

Out. C met

Out. K MATLAB

MULTISIM

Out. K Analog Disc.

Proj. 1Out. K Ave.

Out. K met

1 17 15 71.1 1 29 85.0 91.2 1 85 88 86.5 12 16 18 75.6 1 0 92.0 73.6 1 100 91 95.5 13 13 20 73.3 1 25 85.0 88 1 100 82 91.0 14 16 20 80.0 1 OE 94.0 75.2 1 95 84 89.5 15 14 20 75.6 1 9 94.0 82.4 1 95 95 95.0 16 21 20 91.1 1 25 94.0 95.2 1 80 95 87.5 17 22 20 93.3 1 14 85.0 79.2 1 80 81 80.5 18 10 20 66.7 0 25 91.0 92.8 1 100 80 90.0 19 10 20 66.7 0 25 85.0 88 1 100 95 97.5 110 12 12 53.3 0 25 91.0 92.8 1 100 80 90.0 1

60.4 92.5 74.7 70.0 78.7 89.6 85.8 100.0 93.5 87.1 90.3 100.0

27

Table 4-2: End of Semester Course Outcome Assessment Report for ELEG 3043 Electronics I (Spring 2016) for Computer Engineering Students

Semester

Analysis

Type

Number of Stude

nts

Outcome A Ability to apply

mathematics, science and engineering in solving

problems

Outcome c an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

Outcome K An ability to use modern

engineering tools.

Expec

ted Class Avera

ge/

Expec

ted Percent of students at

or above avera

ge

Class Average

%

Students meeting

Expected Average

Expected

Class Average/

Expec

ted Percent of students at

or above avera

ge

Class Average

%

Students meeting

Expected Average

Expected

Class Avera

ge/

Expecte

d Percent of

students at or abov

e average

Class

Average

%

Students

meeting

Expected

Average

Spring 2016 Direct 10 70 70 74.7

70.0 70 70 85.8

100 70 70 90.3 100

Spring 2015 Direct 70 70 77.2

70 70 70 96.9

100 70 70 90.21

91

Spring 2012 Direct 70 70 73.8

71.0 70 70 95.2

96.8 70 70 97.9 96.2

Spring 2011 Direct 70 70 82.4

84.6 70 70 88.4

100 70 70 76.1 73.1

Implementa

tion Summary

Items implemented

from previous report or

after meeting previous

instructor

During the first week the circuit laws such as KVL, KCL and Ohm’s Law were reviewed.

The project given had multiple constraints involving economic, environmental and technical. In addition, the format for writing the design project report was provided to the students to improve their report writing skills.

The students were advised to complete the computer assignments, and there was 100% participation in the in Analog Discovery project.

Perceived Problems

Perceived problems are

directly related to the PC and the sub items

under them

The students had difficulty in solving MOSFET problems involving the use of quadratic equations and checking to determine the mode of operation of the MOSFET

There was no perceived problem in this student learning outcome.

There was no perceived problem in this student learning outcome.

Plans for Addressing Problems

Plans for address specific

measures to address PC

and their sub areas

Do more examples on DC analysis of MOSFET circuits such that the perceived problems can be solved.

None, since there were no perceived problems for this outcome.

None, since there were no perceived problems for this outcome.

28

Overall Trend over

Periods

Ascertain if there were

improvements over previous

semesters

There is a slight decrease this outcome value compared to that obtained in spring 2015. .

There is a small decrease in this outcome value compared to those of spring 2015

There is a slight increase in this outcome value compared to that of spring 2015.

Were Expectation

s Met?

YES

YES

YES

29

Table 4-3: A Sample of the End of Semester Program Outcomes Assessment Report during the Fall of 2015

Comp. Engineering Courses a b c d e f g h i j k ELEG 1021 Intro Elect Lab 92 96 85 ELEG 2011 Electric Circuit Lab 84 100 80 ELEG 2023 Network Theory I 75 76 95 ELEG 3013 Network Theory II 82 88 87 ELEG 3021 Logic Circuits Lab 99 89 93 ELEG 3033 Physical Princ. Solid State 71 80 75

ELEG 3063 Logic Circuits 86 91 89 ELEG 4253 Embedded Systems 88 92 88 84 82 ELEG 4303 Dig System Design 86 81 92 92 ELEG 4472 Senior Design I 90 86 91 89 90 90

Average 79 90 89 93 82 91 88 84 86 83 89 Minimal Acceptable Average 70 70 70 70 70 70 70 70 70 70 70

Annual Student Outcomes Assessment and Improvement Report At the end of each academic year, the Department Head uses the data in the end of semester student outcomes reports to compile the “Annual Student outcomes Assessment Report” for all courses taught during the academic year. The annual average of an outcome from all the courses taught during the year is compared to an expected average of 70%. If the annual average is below the expected average, the department faculty members assess all the courses with respect to that outcome, identifies why student performance was low, and suggests changes that could be implemented at the program level to help students to improve in the next year. The annual report is shared with the program constituents, and the input from constituents is sought, analyzed, and a comprehensive plan for solving any identified problems implemented the following year. To reduce the load on faculty members in assessing student outcomes, the direct assessments were done one semester during the following academic years: 2011-2012 AY, 2012-2013 AY, and 2013-2014 AY. However, the direct assessments were performed during the fall and spring semesters during the following academic years: 2010-2011 AY, 2014-2015 AY, and 2015-2016 AY. This is summarized below:

• Fall 2010 and Spring 2011 semesters (2010-2011 AY) • Spring 2012 semester (for 2011-2012 AY) • Fall 2012 semester (for 2012-2013 AY) • Spring 2014 semester (for 2013-2014 AY) • Fall 2014 and Spring 2015 semesters (2014-2015AY) • Fall 2015 and Spring 2016 semesters (2015-2016 AY)

Achievement of Program Outcomes Table 4-4 shows for the levels of performance based on the averages for the direct assessment for the interpretation of the levels of achievements of the outcomes.

30

Table 4-4: Level of Achievement of Program Outcomes

Program Outcome

Range of Program Outcome Value

Level of Achievement

Annual Average

90% to 100% Exceptional Performance

Annual Average

80% to 89% Very Good Performance

Annual Average

70% to 79% Satisfactory Performance

Annual Average

60% to 69% Marginal Performance

Annual Average

Below 60% Unsatisfactory Performance

Table 4-5 shows the direct assessment student outcomes data for the Computer Engineering program from 2010-2016. The direct assessment results showed that all averages were 70 and greater. No issues were identified in the program. The level of achievement of each outcome for the results of the direct assessments is described using graphical summaries in Figure 4-1 through Figure 4-11.

31

Table 4-5: Direct Assessment of Student Outcome Data for 2010 – 2011 AY, Spring 2012, Fall 2012, Spring 2014, Fall 2014, 2014-2015 AY and 2015-2015 AY

Outcome Direct-

Assessment Direct-

Assessment Direct-

Assessment Direct-

Assessment Direct-

Assessment Direct-

Assessment 2010-2011

AY Spring 2012 Fall 2012 Spring 2014 2014-2015 AY

2015-2016 AY

Outcome A 77 70 82 85 81 80 Outcome B 81 89 88 90 81 90 Outcome C 86 82 95 96 85 88 Outcome D 81 92 75 93 86 93 Outcome E 89 72 73 89 78 82 Outcome F 81 92 90 89 83 91 Outcome G 99 92 76 92 89 91 Outcome H 89 72 92 90 86 90 Outcome I 86 87 89 90 82 89 Outcome J 86 90 84 95 84 87 Outcome K 78 81 83 92 89 90

Figure 4-1: Outcome A Summarized

Data for the direct assessement of outcome “a” are shown in Figure 4-1. The values of outcome “a” were above the excepted average of 70 for 2010 – 2011 AY, Fall 2012, Spring 2014, Fall 2014, 2014-2015 AY and 2015-2015 AY. However during the spring of 2012 the average was 70. This indicated that student outcome A had to be addressed. Details of the actions taken are discussed in the Continuous Improvement Section 4B. The assignments, tests, and projects that were used to assess outcome “a” are as follows:

0102030405060708090

2010-2011AY

Spring 2012 Fall 2012 Spring 2014 2014-2015AY

2015-2016AY

77 70

82 85 81 80

Outcome A

32

• Ability to manipulate complex numbers • Use of probability formulating Fermi-Dirac distribution and energy distribution • Ability to simplify logical operations and convert binary, octal, decimal and hexadecimal

numbers • Applications of simultaneous equations for solving circuit problems. • Applications of KVL, KVL, and Ohms Law for solving electronic problems • Application of circuit laws and theorems • Use linear equations for solving Signal and Systems problems • Ability to solve quadratic equations in determining the operating point of MOSFETS

Figure 4-2: Outcome B Summarized Data for direct assessment of outcome “b” are shown in Figure 4-2. The values of outcome “b” for all assessment periods were above 70. The Computer Engineering program achieved outcome “b”. The assignments, tests, and projects that were used to assess outcome “b” are as follows:

• Design of electric circuits, experimentation, analysis and interpretation of experimental results.

• Design of digital logic circuits, experimentation, analysis and interpretation of experimental results.

• Design of embedded systems, simulation, an analysis and interpretation of results.

767880828486889092

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

81

89 88

90

81

90

Outcome B

33

Figure 4-3: Outcome C Summarized Data for direct assessment of outcome “c” are shown in Figure 4-3. The values of outcome “c” for all assessment periods were above 70. The Computer Engineering program achieved outcome “c”. The assignments, tests, and projects that were used to assess outcome “c” are as follows:

• Design a bandpass or band-reject filter • Design of DC Power Supply • Design Adder, Multiplier/Comparator circuits using Full Adders and external

combinational logic • Design an embedded system with devices to meet desired needs • Design an op amp circuit to perform various mathematical operations • Design of traffic light • Design a microprocessor based system • Senior Design Projects

Figure 4-4: Outcome D Summarized

75

80

85

90

95

100

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

86

82

95 96

85

88

Outcome C

0

20

40

60

80

100

2010-2011AY

Spring 2012 Fall 2012 Spring 2014 2014-2015AY

2015-2016AY

81 92

75 93 86 93

Outcome D

34

Data for direct assessment of outcome “d” are shown in Figure 4-3. The values of outcome “d” for all assessment periods were above 70. The Computer Engineering program achieved outcome “d”. The assignments, tests, and projects that were used to assess outcome “d” are as follows:

• Basics of group dynamic • Teamwork in electric circuits lab • Teamwork and effectiveness in microprocessor system design lab • Teamwork amongst students working on Senior Design projects

Figure 4-5: Outcome E Summarized

Data for direct assessment of outcome “e” are shown in Figure 4-3. The values of outcome “e” for all assessment periods were above 70. The Computer Engineering program achieved outcome “e”. The assignments, tests, and projects that were used to assess outcome “e” are as follows:

• Using C++ to solve engineering problems • Solving digital logic problems • Solving Signal and System problems by use of transfer function approach, time and

frequency analysis • Solving computer network-related problems • Solving various problems in Senior Design projects

0102030405060708090

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

89

72 73

89 78 82

Outcome E

35

Figure 4-6: Outcome F Summarized

Data for direct assessment of outcome “f” are shown in Figure 4-3. The values of outcome “f” for all assessment periods were above 70. The Computer Engineering program achieved outcome “f”. The assignments, tests, and projects that were used to assess outcome “f” are as follows:

• Ethical case studies • Code of Ethics and standards for Professional Conduct • Ethical decision making • IEEE Code of Ethics • Participation in Ethic case studies and discussions

Figure 4-7: Outcome G Summarized

74767880828486889092

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

81

92 90

89

83

91

Outcome F

0

20

40

60

80

100

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

99 92

76

92 89 91

Outcome G

36

Data for direct assessment of outcome “g” are shown in Figure 4-3. The values of outcome “g” for all assessment periods were above 70. The Computer Engineering program achieved outcome “g”. The assignments, tests, and projects that were used to assess outcome “g” are as follows:

• Written communications in electric circuits laboratory • Written communications in logic circuits laboratory • Written communications in microprocessor system design laboratory • Written reports of Senior Design projects • Series of oral presentations of Senior Design projects

Figure 4-8: Outcome H Summarized

Data for direct assessment of outcome “h” are shown in Figure 4-3. The values of outcome “h” for all assessment periods were above 70. The Computer Engineering program achieved outcome “h”. The assignments, tests, and projects that were used to assess outcome “h” are as follows:

• Impact of embedded systems designs in global, economic and societal context • Global and economic impact of embedded GPS in telemedicine • Global, societal, and economic impact of microprocessors-based motion detection

systems • Impact of Senior Design projects on society and the world

0

20

40

60

80

100

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

89

72

92 90 86 90

Outcome H

37

Figure 4-9: Outcome I Summarized

Data for direct assessment of outcome “i” are shown in Figure 4-3. The values of outcome “i” for all assessment periods were above 70. The Computer Engineering program achieved outcome “i”. The assignments, tests, and projects that were used to assess outcome “i” are as follows:

• Search, assimilation, organization of knowledge with regards to “scavenger hunt on carbon non nanotubes

• Discussion on current and future computer networks such as DSL, Ethernet, and FDDI • Research studies involved in performance of Senior Design projects

Figure 4-10: Outcome J Summarized

78

80

82

84

86

88

90

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

86 87

89 90

82

89

Outcome I

78808284868890929496

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

86

90

84

95

84 87

Outcome J

38

Data for direct assessment of outcome “j” are shown in Figure 4-3. The values of outcome “j” for all assessment periods were above 70. The Computer Engineering program achieved outcome “j”. The assignments, tests, and projects that were used to assess outcome “j” are as follows:

• Impact Moore’s Law and device scaling on technological developments • Applications on nanotechnology in energy production on health care • Contemporary issues and internet protocol television • Energy Saving technologies involving embedded systems • Contemporary issues in various Senior Design projects

Figure 4-11: Outcome K Summarized Data for direct assessment of outcome “k” are shown in Figure 4-3. The values of outcome “k” for all assessment periods were above 70. The Computer Engineering program achieved outcome “k”. The assignments, tests, and projects that were used to assess outcome “k” are as follows:

• Use of NI VAB for engineering application experiments involving DSP chip and PC • Applications of MATLAB for solving DC and AC problems in electric circuits • Use of MATLAB for frequency analysis • Applications of C++ software package for solving engineering problems • Use of MULTISIM software package for solving engineering problems • Application of MATLAB for solving Signal and System problems • Application of PSPICE software package for solving DC, AC and transient analysis

problems in electronics Each semester, students in the Computer Engineering Program are surveyed with respect to their perception that programs outcomes of a particular course they are enrolled in have been met. The survey instrument has questions about the coverage of topics in the course. The survey data

70

75

80

85

90

95

2010-2011AY

Spring2012

Fall 2012 Spring2014

2014-2015AY

2015-2016AY

78 81

83

92 89 90

Outcome K

39

for each course is compiled and a semester qualitative assessment report is generated for each course. The semester student program outcome assessment report is generated from the course assessment report. Table 4-6 summarizes the results of the course assessment through student surveys. All outcomes were above the expected average of 70. The indirect assessment results for the previous assessments were similar. The results indicated that there is no need to address any issues with the outcomes.

Table 4-6: Indirect Assessment of Student Outcomes (Student Survey) During 2015-2016 AY

Outcome Fall 2015 Spring 2016

A 80 80 B 91 83 C 88 90 D 93 91 E 76 78 F 86 91 G 87 93 H 83 93 I 80 91 J 82 87 K 88 86

Annual Review of Assessment Reports Once a year, the faculty and the IAB members meets to review the annual program assessment reports. The reports are analyzed and a comprehensive plan for solving any identified problems is implemented during the academic year. If there are issues that need input of our constituents, their inputs are sought before making a comprehensive plan for solving the identified problems.

B. Continuous Improvement (i) Curriculum Change Due to Issues with Criterion 3 Student Outcome A – Ability to Apply the Knowledge of Mathematics, Science and Engineering Assessment results from the Computer Engineering program (see Table 4-5 and Figure 4-1) shows that during the spring of 2012 the Computer Engineering program had a low value of 70 for student outcome A. Similar concern was found in other engineering programs. Since it is a common concern among several programs, the College of Engineering decided to form a "Mathematics Curriculum Review Committee" in 2013 to look into this issue. The committee consisted of five faculty members from four different departments: Dr. Ronald Boyd, committee chair, Dr. Iftekhar Ahmed, Dr. Annamalai Annamalai, Dr. Anil Kumar, and Dr. Sarhan Musa. The College had made two major changes for mathematics education five years ago and the changes are summarized in the following: (1) Addition of Engineering Applications Labs for Mathematics courses: GNEG 1111, 1121, and 2021. The students in the College of Engineering are required to take the three “Applications

40

Lab” courses concurrently with three mathematics courses: Algebra & Trigonometry (MATH 1115), Calculus I (MATH 1124) and Calculus II (MATH 2024). These "Applications Lab" courses are used to introduce applications of engineering, engineering technology, and computer science while enhance the students’ mathematics skills. The contents of these courses are designed to (a) apply the same level of mathematics skills as taught in the math courses for problems of engineering, engineering technology, and computer science, and (b) reinforce the students’ learning of mathematics concepts that will help the students be successful in the corresponding math courses. (2) Replacement of 6 credit-hours of MATH 3023 (Probability and Statistics) and MATH 4173 (Advanced Math for Engineers) by a five-credit-hour course – MATH 3685 (Mathematics for Engineers) with the purpose of reducing the total credit hours in the degree requirements. The committee was charged with the responsibility and authority to review the curriculum changes of these courses that were implemented five years ago to determine the effectiveness of mathematics education in the College. However, the scope of committee’s review for mathematics education is not limited to the review of the above mentioned changes. The committee met diligently and reviewed many curriculum documents including course binders, textbooks, assessment results, etc. The committee also interviewed several key faculty members including the Head of Mathematics Department and faculty members who teach "Engineering Applications Lab" courses, as well as getting the students' input by some committee members. After receiving the committee's review results, the Dean and Associate Dean in the College of Engineering had a meeting on mathematics education with the Dean of the College of Arts and Science and the Department Head of Mathematics. The Dean of College of Engineering also met with Department Heads in the College of Engineering and discussed the feedback from the College of Arts and Science. After these discussions, the following changes are implemented in both colleges starting in the fall 2014 semester:

• Uniformity Instruction: Every instructor for the same mathematics course uses the same textbook and follows the same course syllabus.

• Exam Method: some mathematics instructors used multiple choice exam method in the past that will not be allowed anymore. All the mathematics courses required by engineering students are using problem solving exams that are designed to obtain detailed feedback of student's analytical skill and critical thinking ability.

• Frequent coordination between Mathematics faculty and Engineering faculty. A general meeting is held for mathematics instructors and "Engineering Applications" instructors at least once a semester. After discussing general issues, the meeting would break into sub-group meetings under each particular mathematics subject. During the semester, instructors continually contact their counterparts on a weekly or bi-weekly basis to exchange teaching outlines and student performance in the effort of synchronizing student's learning progress in a mathematics course and its corresponding "Engineering Applications" course.

• Improvement of contents of "Engineering Applications" Lab. The instructors jointly created course binders for the three "Engineering Applications" Lab courses. They have added Matlab and other software to broaden the usage of computer tools in the courses.

• Replacement of the five-credit-hour MATH 3685 (Mathematics for Engineers) by the original requirement of MATH 3023 (Probability and Statistics) and MATH 4173 (Advanced Math for Engineers). Essentially, after discovering that the materials in MATH 3685 were too broad to make one coherent semester course, we revoked the change that we did five years ago.

• Mathematics Department made a commitment to cap mathematics class size to 30 to

41

improve teaching efficiency.

The changes were made during the fall 2014 semester. The outcome A for the 2014-2015 Academic Year and 2015-2016 Academic Years were 81 and 80, respectively. The data indicates that change in curriculum had effect in improving the student outcome A. (ii) Course Changes in ELEG 3023 Signals and Systems Due to Issues with Criterion 3 Student Outcome A – Ability to Apply the Knowledge of Mathematics, Science and Engineering During the spring of 2012 outcome A was 70. The results indicated that student outcome A must be addressed. A summary of outcome A is shown in Figure 4-1 in Section 4A. Table 4-7 shows the courses that contributed to outcome A. The average score of 70 in the spring of 2012 resulted from low student performance in the ELEG 3023, Signal and Systems course. Table 4-7 shows that the average score in ELEG 3023, Signals and Systems, was 57 in the spring of 2012. As a result, changes were made to the Signals and Systems course. The faculty and Industrial Advisory Board recommended a textbook change. A committee was formed in the Department to select a new textbook. The new textbook was implemented in the spring 2013 semester. When the course was assessed again in the spring of 2014, (see Table 4-8), the average score increased to 92.

Table 4-7: Outcome A Quantitatively Assessed During Spring 2012

Outcome A

Semester Course Avg Spr. 2012 ELEG 2023 77 Spr. 2012 ELEG 3023 57 Spr. 2012 ELEG 3043 74 Spr. 2012 ELEG 4073 74

Table 4-8: Outcome A Quantitatively Assessed During Spring 2014

Outcome A

Semester Course Avg Spr. 2014 ELEG 2023 93 Spr. 2014 ELEG 3023 92 Spr. 2014 ELEG 3043 71

(iii) Additional Improvements in Student Outcomes in Courses Due to Actions Taken by Faculty Due to actions taken by individual faculty members, some of the student outcomes were improved at the course level. Table 4-9 shows some courses in which student outcomes were improved.

42

Table 4-9: Additional Improvements in Student Outcomes

# Outcome Course and Semester of Issue

Course and Semester of

Improvement Improvements Made

1 F

ELEG 3063 Logic Circuits Fall 2014 Class Average

ELEG 3063 Logic Circuits Fall 2015 Class Average

Improvements made

49 79

Assignments were given much earlier in semester and the importance of completing assignment was stressed.

2

B

ELEG 3021 Logic Circuits Lab Fall 2014 Class Average

ELEG 3021 Fall 2015 Logic Circuits Lab Class Average

Improvements made

75 95

Extra help/resources were made available to students as need, and students' progress were monitored closely.

D 46 89

Assignments were given much earlier in semester and the importance of completing assignment was stressed.

3 A

ELEG 3013 Network Theory II Fall 2014 Class Average

ELEG 3013 Network Theory II Fall 2015 Class Average

Improvements made

86 89

Time was taken to review the main topics in Network Theory I. In addition, more time was devoted to complex numbers manipulation. Furthermore, the students were asked to purchase calculators that can perform complex number manipulations.

(iv) Additional Improvements in Program Due to Inputs from Students, Faculty and Industrial Advisory Board

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The following are some changes in the program that were made from 2010 to 2016: (a) Recitation Sessions During the fall 2013 semester, recitation sessions were added to the course ELEG 2013 Network Theory I to improve the problem solving skills of our students (b) Changes in the Course Content in ELEG 1021 During the fall 2014 semester, a pilot program was initiated to use the Electrical Engineering Practicum for the freshman course, ELEG 1021 Introduction to Electrical and Computer Engineering Laboratory. Starting fall 2015, the use of the Infinity Program for ELEG 1021 was discontinued, and the Department of Electrical and Computer Engineering adopted the use of the Electrical Engineering Practicum for its freshman course ELEG 1021. The Electrical Engineering Practicum is a cloud-based book with experiments that uses the Analog Discovery module and electronic parts kit to facilitate hands-on learning and self-exploration by the students. The Analog Discovery module enables students to quickly test real-world functional circuits anywhere and anytime with their own personal computers (c) Hands-on Learning in Multiple Courses Hands-on learning is known to make learning experiences more engaging and motivating for students. A portable equipment device that is being used to engage and inspire electrical and computer engineering students at Prairie View A&M University is the Analog Discovery Board (ADB). In the Department, the ADB is used in four courses: (i) ELEG 1021 Introduction to Electrical and Computer Engineering Lab, (ii) ELEG 2011 Electric Circuit Lab, (iii) ELEG 3013 Network Theory II, and (iv) ELEG 3043 Electronics I. ELEG 1021 and ELEG 2011 are laboratory courses, and ADB is used in the laboratory. However, ELEG 3013 and ELEG 3043 are lecture courses, and projects employing ADB are integrated into the lecture courses. All the four courses, mentioned above, are required courses for students with majors in either Electrical Engineering or Computer Engineering. Through multiple exposure to hands-on learning the students are able to master laboratory skills, such as bread-boarding, troubleshooting, and the use of electrical components and electronic devices. In addition, the students became knowledgeable in the use of Network Analyzer and Spectrum Analyzer, equipment that are not commonly used by undergraduate students. Furthermore, the laboratory projects that were integrated in the lecture courses deepened the students’ understanding of frequency response, Fourier series expansion, operational amplifiers and diode rectifiers. Furthermore, their mastery of the use of portable equipment and their enhanced laboratory skills will inspire the students to explore engineering concepts with ADB in future. (d) Use of FPGAs in Logic Circuit Lab During the fall of 2014 the Logic Circuit lab, ELEG 3031 was updated to include designing with Field Gate Programmable Arrays ( FPGAs). The lab experiments were designed around the Digilent Nexys 2 FPGA board and the Xilinx ISE Design Suite. Students were introduced to FPGA design using schematic layouts as well as how to use Verilog the hardware descriptive programming language to design a simple digital circuit. Students were exposed to the processes used to design and simulate an FPGA configuration as well as compile their design and see it run on an FPGA. (e ) Upgrades in Microprocessor Lab During the spring of 2015, ELEG 3071, the Microprocessor lab was upgraded to include PIC trainers. The trainer was used to execute experiments. The MPLAB simulator software was introduced.

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Copies of any of the assessment instruments or materials referenced in 4.A. and 4.B will be available for review at the time of the visit. Other information such as minutes from meetings where the assessment results were evaluated and where recommendations for action were made will also be included.

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CRITERION 5. CURRICULUM

A. Program Curriculum Evidence for Satisfying the Minimum Credit Hours Distribution. Table 5-1 describes the plan of study for students in the Computer Engineering Program including information on course offerings recommended schedule by year and term along with the maximum section enrollments for all courses in the last two terms the courses were taught. Prairie View A&M University is on a semester system. Time and Attention Given to Each Curricular Component Consistent with the Outcomes and Objectives of the Program. Table 5-1 gives the courses of the Computer Engineering curriculum. In the Criterion 2 section Table 2-1 shows the mapping between Computer Engineering courses and the program educational objectives. In the Criterion 3 section Table 3-1 shows the relationship between the program educational objectives and the student outcomes and Table 3-2 shows the mapping of the Computer Engineering courses to the student outcomes of the program. There is alignment between the Computer Engineering courses, the student outcomes and the program objectives.

Preparation for Professional Career The curriculum leading to the Bachelor of Science in Computer Engineering includes 34 credit hours of mathematics and basic science, 64 hours of engineering design, 27 credit hours of general education courses, and 2 credit hours of “other” educational courses. Students, in consultation with their advisors, can select one 3 credit hours lecture and one 1 credit hour laboratory of electives to further their professional objectives. One credit hour corresponds to one lecture (50 minutes) or at least two hours of laboratory time per week. A typical three credit hour lecture consists of 45 lecture hours or equivalent per semester, including final examinations. One academic year represents 30 weeks of classes. We will describe several issues that pertain to the professional component of the curriculum.

1. major design experience 2. components of the curriculum that treats mathematics and basic science 3. components of the curriculum that treats engineering topics 4. the general education component of the curriculum

Mathematics and Basic Science The Computer Engineering program contains 34 credit hours in mathematics and basic science. These 34 credit hours exceed the requirement of Criterion 5. The students are required to complete five courses in mathematics, including MATH 1124 Calculus I, GNEG 1021 Engineering Applications of Math II, MATH 2024 Calculus II, GNEG 2021 Engineering Applications of Mathematics III, MATH 2043 Differential Equations, MATH 2053 Discrete Math, MATH 3023 Probability & Statistics, and ELEG 3023 Signals & Systems. The curriculum also includes a two semester sequence in Physics with laboratories (PHYS 2513 University Physics I, PHYS 2511 General Physics Lab I, PHYS 2523 University Physics II and PHYS 2521 General Physics Lab II). In addition, students are required to complete four credit hours of Chemistry with laboratory (CHEM 1034 Chemistry for Engineers, and CHEM 1021

46

Inorganic Chemistry Lab II). Computer Engineering students take ELEG 3033 Physical Principles of Solid State Devices as a science course being taught by instructors with degrees in Physics. The students in the Computer Engineering are required to complete the following courses in Computer Science: COMP 1213 Computer Science I, COMP 1211 Computer Science Laboratory I, COMP 1224 Computer Science II, and COMP 2013 Data Structures.

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Table 5-1: Curriculum Computer Engineering Program

Course (Department, Number, Title) List all courses in the program by term starting with the first term of the first year and ending with the last term of the final year.

Indicate

Whether

Course is

Required,

Elective or a

Selected

Elective by an R, an E or an SE.1

Subject Area (Credit Hours) Last Two Terms the Course was Offered: Year and, Semester, or Quarter

Maximum Section Enrollment

for the Last Two Terms the Course was Offered2

Math & Basic

Sciences

Engineering

Topics Check

if Contai

ns Signifi

cant Design

(√)

General Educati

on

Other

FRESHMAN FIRST SEMESTER

ENGL 1123, Freshman Comp. I R 3

Fall 2015 Spring 2016

25 25

MATH 1124, Calculus I R 4

Fall 2015 Spring 2016

33 30

GNEG 1121, Engr. Appl Lab II R 0.5 0.5

Fall 2015 Spring 2016

30 30

ELEG 1011, Intro Engr CS Tech R 1

Fall 2015 Spring 2016

25 42

ELEG 1021, Intro Elect. Lab R 1

Fall 2015 Spring 2016

25 26

COMP 1213, Comp. R 3 Fall 30

48

Course

Indicat

Subject Area (Credit Hours) Last

Maximu

Sci. I 2015 Spring 2016

35

COMP 1211, Comp. Sci. I Lab R 1

Fall 2015 Spring 2016

30 35

COMM 1003, Fund Speech R 3

Fall 2015 Spring 2016

25 25

FRESHMAN SECOND SEMESTER

ENGL 1143, Technical Writing R 3

Fall 2015 Spring 2016

25 25

MATH 2024, Calculus II R 4

Fall 2015 Spring 2016

30 30

GNEG 2021, Engr Appl Lab III R 0.5 0.5

Fall 2015 Spring 2016

30 26

COMP 1224, Comp. Sci. II R 4

Fall 2015 Spring 2016

35 35

PHYS 2513, University Physics I R 3

Fall 2015 Spring 2016

45 40

PHYS 2511, Univ. Physics Lab I R 1

Fall 2015 Spring 2016

25 24

SOPHOMORE FIRST SEMESTER

MATH 2043, Differential Equat. R 3

Fall 2015 Spring 2016

30 30

49

Course

Indicat

Subject Area (Credit Hours) Last

Maximu

PHYS 2523, Univ Physics II R 3

Fall 2015 Spring 2016

45 30

PHYS 2521, Univ Physics Lab II R 1

Fall 2015 Spring 2016

24 24

CHEM 1034, Chem for Engr R 4

Fall 2015 Spring 2016

35 40

CHEM 1021, Inorg Chem Lab II R 1

Fall 2015 Spring 2016

24 24

HIST 1313 US to 1876 R 3

Fall 2015 Spring 2016

68 290

COMP 2013 Data Structures R 3

Fall 2015 Spring 2016

30 30

SOPHOMORE SECOND SEMESTER

ELEG 2023, Network Theory I R 3

Fall 2015 Spring 2016

30 20

ELEG 2011, Elect. Circuits Lab R 1

Fall 2015 Spring 2016

24 20

MATH 2053, Discrete Math R 3

Fall 2015 Spring 2016

25 30

MCEG 2013, Thermodynamics I R 3

Fall 2015 Spring 2016

48 64

CVEG 2454, Statics & Dynamics R 4 Fall

2015 35 42

50

Course

Indicat

Subject Area (Credit Hours) Last

Maximu

Spring 2016

CHEG 2003 Econ Analy Tech App R 3

Fall 2015 Spring 2016

35 45

JUNIOR FIRST SEMESTER

MATH 3023, Prob. & Statistics R 3

Fall 2015 Spring 2016

30 30

ELEG 3013, Network Theory II R 3 ( )

Fall 2014 Fall 2015

48 48

ELEG 3063, Logic Circuits R 3 ( )

Fall 2014 Fall 2015

50 50

ELEG 3021, Logic Circuits Lab R 1 ( )

Fall 2014 Fall 2015

22 22

ELEG 3033, Phy. Principles Solid State Devices R 2 1

Fall 2014 Fall 2015

50 65

HIST 1323, US 1876 to Present R 3

Fall 2015 Spring 2016

80 90

JUNIOR SECOND SEMESTER

ELEG 3023, Signals and Systems R 1 2

Spring 2015 Spring 2016

48 48

ELEG 3073, Microproc. Sys. Desg. R 3 ( )

Spring 2015 Spring 2016

65 42

ELEG 3071, Microproc. Sys. Lab. R 1 ( ) Spring

2015 40 30

51

Course

Indicat

Subject Area (Credit Hours) Last

Maximu

Spring 2016

ELEG 3043, Electronics I R 3 ( )

Spring 2015 Spring 2016

48 48

ELEG 4393, Comp. Arch. & Org R 3

Spring 2015 Spring 2016

45 25

POSC 1113 American Govt. I R 3

Fall 2015 Spring 2016

90 80

GENG 3061, Prof Engineering R 1

Fall 2015 Spring 2016

80 42

SENIOR FIRST SEMESTER

ELEG 4253, Embedded Sys. Design R 3 ( )

Fall 2014 Fall 2015

30 30

ELEG 4303, Digital Design R 3 ( )

Fall 2014 Fall 2015

30 30

ELEG 4472, Senior Design I R 2 ( )

Fall 2014 Fall 2015

50 50

POSC 1123, American Govt II R 3

Fall 2014 Fall 2015

68 70

Language, Philosophy and Culture

R 3

Fall 2014 Fall 2015

16 23

SENIOR SECOND SEMESTER

ELEG 4333, Computer Networks R 3 Spring

2015 30 30

52

Course

Indicat

Subject Area (Credit Hours) Last

Maximu

Spring 2016

ELEG 4482, Senior Design II R 2 ( )

Spring 2015 Spring 2016

90 36

Electrical and Computer Engr Lab SE 1

Spring 2015 Spring 2016

22

Technical Electives

SE 3

Spring 2015 Spring 2016

-

Creative Arts

R 3

Fall 2015 Spring 2016

-

Add rows as needed to show all courses in the curriculum.

TOTALS-ABET BASIC-LEVEL REQUIREMENTS 34 64 27 2

OVERALL TOTAL CREDIT HOURS FOR COMPLETION OF THE PROGRAM

127

PERCENT OF TOTAL

Total must satisfy either credit hours or percentage

Minimum Semester Credit Hours

32 Hours 48 Hours

Minimum Percentage 25% 37.5 %

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Engineering Science and Design Computer Engineering students take several courses in Computer Engineering. The curriculum is structured to provide the students with a broad coverage in the Computer Engineering discipline: Network Theory, Electronics, Digital Design, Computer Network, Embedded Systems, and Computer Organization and Design. In addition, the program is structured to provide our students an in-depth coverage of Computer Science, Digital Systems and Network Theory. Design is integrated throughout the curriculum. During the sophomore year, the student’s curriculum is concentrated in the engineering science area. The student is taught and exposed by laboratory experimentation to scientific laws and the use of mathematics to describe these laws and their applications to problem solving. Beginning with the junior year, the students begin Computer Engineering technical design in the courses Network Theory II, Logic Circuits and Electronics I. These courses take the engineering fundamentals learned in the freshman and sophomore years and apply them to actual design problems. There are 6 hours of design in five courses during the junior year. In addition, in several courses (ELEG 3043 Electronics I and ELEG 3063 Logic Circuits) design oriented open-ended problems are assigned. The senior year has the heaviest concentration of design. The Digital Design course (ELEG 4303) is a dedicated design course in which the student continues the design of digital circuits started in the junior level Logic Circuits course. There are two courses ELEG 4472 Senior Design & Professionalism I and ELEG 4482 Senior Design & Professionalism II that form a capstone design sequence, in which the student must take a design project from the conceptual stage to a finished product or demonstrable model. The senior project must be formally written and a presentation given prior to graduation. Each project is under the direction of a faculty advisor, and final presentations are evaluated and scored by the faculty and invited guests. Furthermore, Computer Engineering students take the following non-Computer Engineering courses: MCEG 2013 (Thermodynamics), CVEG 2454 (Statics and Dynamics), CHEG 2003 (Economic Analysis and Technical Applications). These courses strengthen the Computer Engineering curriculum by providing broad coverage of engineering topics and prepare our students for taking the Fundamental in Engineering Examinations. In MCEG 2013 (Thermodynamics I) students are introduced to the thermodynamics laws; properties of pure substances and P-V-T, heat and work, Otto, Diesel, Brayton and Refrigeration cycles. The CVEG 2454 Statics and Dynamics course develops in the students the ability to predict the behavior of engineering components and systems subjected to forces resulting in equilibrium or dynamic motion. In CHEG 2003 Economic Analysis Technical Applications, the economic factors related to engineering designs are discussed. One technical elective can be selected from the following list: Electrical and Computer Engineering Courses: ELEG 4263 VLSI Circuit Design ELEG 4053 Digital Signal Processing ELEG 4273 Analog and Mixed Signal Techniques I ELEG 4343 Microcontroller Applications ELEG 4353 Advanced Logic Design MATH 3073 Linear Algebra COMP 3113 Object-oriented Analysis and Design

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COMP 3063 Operating System COMP 3223 Software Engineering COMP 4953 Data Base Management 5A.1.3 General Education Component (a) University Core Curriculum The general education component of the curriculum is found in the Prairie View A&M University core curriculum. The latter attempts to ensure that all students become aware of their historical and cultural heritage learn to speak and write clearly, expose students to United States Government and Texas Government, appreciation of the humanities and introduction to the Social Sciences. The goals of the Prairie View A&M University core curriculum are consistent with the objectives of the Computer Engineering program. The core curriculum is comprised of the following requirements: a). 9 credits in Composition and Speech b). 3 credit hours in Mathematics c). 6 credit hours in science d). 6 credit hours of United States history e). 6 credit hours of government f). 9 credit hours in Humanities, Behavioral and Social Sciences g). 3 credit hours in computing (b) Oral and Written Communication Computer Engineering Program requires specific courses to assure competence in written and oral English communications, as well as incorporate demonstration of such skills in technical courses. Oral skills are learned and developed in COMM 1003, (Fundamentals Speech Communication). This course is required of all Prairie View A&M University students, and consists of lectures on the theory and methods of oral communication, together with several oral presentations by the students on general topics. Writing skills in English are learned and developed in ENGL 1123 and 1143 (Freshman Composition I and Technical Writing), required of all Prairie View A&M University students. ENGL 1123 and 1143 reinforce the student’s understanding of grammar, sentence structure and clarity, as well as more advanced writing skills, such as purpose, style, and organization. Several writing assignments are required. In addition to these required courses, communication skills are practiced in many other courses. Nearly all Prairie View A&M University’s humanities and social science courses require significant written and oral assignments. All Computer Engineering laboratory courses required written reports where attention is paid to grammar and written skills. ELEG 4472 and ELEG 4482, Senior Design & Professionalism I and II, also require mid-term and final oral presentations. The last one is in front of invited evaluators.

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Students who need help in English skills have two primary avenues sponsored by the University. These are (1) tutoring offered in basic English and speech courses, and (2) assistance offered by professional staff members in the Accelerated Learning Resource Center (ALRC). Students may be self-referred by a faculty member. The student and the ALRC professional work out a specific program for areas which need remediation, for example, structure or use of commas. Any faculty member who refers a student receives a report from the ALRC on progress made until the English deficiency is remedied. Culminating Major Design Experience The major design experience in the Computer Engineering program is achieved in two courses ELEG 4472 Senior Design and Professionalism I and ELEG 4482 Senior Design and Professionalism II. The preparation for major design experience is the culmination of a sequence of courses that begin at the freshman year in the course ELEG 1021 Fundamentals of Electrical and Computer Engineering. It draws upon what students have learned in programming course (COMP 1211, COMP 1213, COMP 1224) and Circuit Analysis courses (ELEG 2023, ELEG 3013). It requires the knowledge the students have gained in electronic courses (ELEG 3033, ELEG 3043), Digital Hardware Design courses (ELEG 3063, ELEG 3073, ELEG 4303, ELEG 4253) and Economic Analysis Technical Applications (CHEG 2003). The major design makes use of techniques students have learned in laboratory courses (ELEG 3011, ELEG 3021 and ELEG 3071). Projects are selected and student teams are formed in the first course of ELEG 4472. Prior to the start of the semester the course instructors with assistance from Department Head and the Dean will solicit, from various industries, possible projects for design consideration. Projects submitted must have design content, with constraints and design limitations. The first class meeting is dedicated to course outline review and presentation of proposed projects. After having a week to review the projects, project teams are formed during the second week. At the third class meeting the students will present their projects, and steps they will use in solving the design with constraints as given. Students are also required to present a Gantt Chart showing their schedule for the fall semester and continuation for the spring semester. In the senior design course, design is a high priority, but the course also develops the complete engineer, by having guest speakers to give presentations on subjects that are necessary for an engineering career. In both courses of senior projects, the students are required to give a formal midterm and final presentation. Each group is required to give a 20-minute final presentation and to demonstrate their project after completion of presentation. Evaluators of the presentations may be members of Industrial Advisory Board and other invited individuals from industry. Evaluation is based upon the following ten points:

1. Clarity of final goal and milestones to reach the goal 2. Progress of the project to achieve the milestones 3. Efforts of all group members 4. Creativity and originality of design concepts 5. Engineering approaches to attack problems 6. Quality of design/analysis/construction work 7. Conclusion and future plan 8. Quality of visual aids 9. Quality of delivery and professionalism of oral presentation 10. Organization and time management among team

56

After completion of the presentation of the project, the design teams will make final corrections to their projects and submit a final formal report on their designs. Also each team member must submit an individual report describing his or her contribution to the project. The constraints considered by students as they engage in their design projects and realistic constraints imposed by such factors as economic constraints, product safety, performance requirements, impact of the product on the environment and constraints imposed by ethics. The product being designed will dictate the particular constraints that are relevant for the design project. Cooperative education is not used to satisfy curricular requirement. However, the students are encouraged to participate in cooperative education for the industrial experience afforded to the students when they participate in cooperative education. Additional materials that will be available for review during the visit to demonstrate achievement. The following materials will be available for review during the visit:

1. Sample Senior Project Reports 2. The College of Engineering Senior Design Project Manual 3. Course Syllabi

Prerequisite Table Table 5-2 shows the prerequisite structure of the Computer Engineering Program.

Table 5-2: Prerequisites for Computer Engineering Curriculum

COURSES PREREQUISITES CO-REQUISITES FRESHMAN FIRST SEMESTER

ENGL 1123, Freshman Comp I ENGL 0300, ENGL 0131

MATH 1124, Calculus I MATH 1113, MATH 1123, MATH 1115

GNEG 1121, Engr Appl Lab II

MATH 1124 ELEG 1011, Intro Engr CS Tech None ELEG 1021 ELEG 1021, Intro Elect Lab None ELEG 1011

COMP 1213, Comp Sci I

MATH 1113, MATH 1115, MATH 1123, MATH 1124, or MATH 2024

COMP 1211, Comp Sci I Lab MATH 1123, MATH 1115, or MATH 1124

COMM 1003, Fund Speech FRESHMAN SECOND SEMESTER ENGL 1143, Technical Writing ENGL 1123

57

MATH 2024, Calculus II MATH 1124 GNEG 2021, Engr Appl Lab III MATH 2024

COMP 1224, Comp Sci II COMP 1213, COMP 1211

PHYS 2513, University Physics I MATH 1124 PHYS 2511, Univ Physics Lab I SOPHOMORE FIRST SEMESTER MATH 2043, Differential Equat MATH 2024

PHYS 2523, Univ Physics II PHYS 2513, MATH 2024

PHYS 2521, Univ Physics Lab II

CHEM 1034, Chem for Engr CHEM 1033 or CHEM 1013

CHEM 1021, Inorg Chem Lab II MATH 1113, CHEM 1023, CHEM 1043

HIST 1313 US to 1876 RDNG 0131 COMP 2013 Data Structures COMP 1224 SOPHOMORE SECOND SEMESTER

ELEG 2023, Network Theory I

PHYS 2523, MATH 2043, GNEG 1121, GNEG 2021

MATH 2043, GNEG 1121, AND GNEG 2021

ELEG 2011, Elect Circuits Lab

PHYS 2521, ELEG 1011, ELEG 1021, ENGL 1143, ELEG 2023 ELEG 2023

MATH 2053, Discrete Math MATH 1124

MCEG 2013, Thermodynamics I MATH 2024, PHYS 2513

CVEG 2454, Statics & Dynamics PHYS 2513 CHEG 2003 Econ Analy Tech App MATH 1124 JUNIOR FIRST SEMESTER MATH 3023, Prob & Statistics MATH 1124

ELEG 3013, Network Theory II ELEG 2023, MATH 2043 MATH 2043

ELEG 3063, Logic Circuits ELEG 2023 ELEG 3021, Logic Circuits Lab ELEG 3063 ELEG 3063

ELEG 3033, Phy Principles Solid State Devices

CHEM 1034, MATH 2043, CHEM 1043

HIST 1323, US 1876 to Present JUNIOR SECOND SEMESTER

58

COURSES PREREQUISITES CO-REQUISITES FRESHMAN FIRST SEMESTER

ENGL 1123, Freshman Comp I ENGL 0300, ENGL 0131

MATH 1124, Calculus I MATH 1113, MATH 1123, MATH 1115

GNEG 1121, Engr Appl Lab II

MATH 1124 ELEG 1011, Intro Engr CS Tech None ELEG 1021 ELEG 1021, Intro Elect Lab None ELEG 1011

COMP 1213, Comp Sci I

MATH 1113, MATH 1115, MATH 1123, MATH 1124, or MATH 2024

COMP 1211, Comp Sci I Lab MATH 1123, MATH 1115, or MATH 1124

COMM 1003, Fund Speech FRESHMAN SECOND SEMESTER ENGL 1143, Technical Writing ENGL 1123 MATH 2024, Calculus II MATH 1124 ELEG 3023, Signals and Systems ELEG 3013

ELEG 3073, Microproc Sys Desg ELEG 1043, ELEG 3063, COMP 1213 ELEG 3071

ELEG 3071, Microproc Sys Lab ELEG 3063, ELEG 1043, COMP 1213 ELEG 3073

ELEG 3043, Electronics I ELEG 3033, ELEG 3013 ELEG 3033

ELEG 4393, Comp Arch & Org ELEG 3063 POSC 1113 American Govt I GENG 3061, Prof Engineering CHEG 2003 SENIOR FIRST SEMESTER

ELEG 4253, Embedded Sys Design ELEG 3071, ELEG 3073

ELEG 4303, Digital Design ELEG 3063, ELEG 3073

59

COURSES PREREQUISITES CO-REQUISITES FRESHMAN FIRST SEMESTER

ENGL 1123, Freshman Comp I ENGL 0300, ENGL 0131

MATH 1124, Calculus I MATH 1113, MATH 1123, MATH 1115

GNEG 1121, Engr Appl Lab II

MATH 1124 ELEG 1011, Intro Engr CS Tech None ELEG 1021 ELEG 1021, Intro Elect Lab None ELEG 1011

COMP 1213, Comp Sci I

MATH 1113, MATH 1115, MATH 1123, MATH 1124, or MATH 2024

COMP 1211, Comp Sci I Lab MATH 1123, MATH 1115, or MATH 1124

COMM 1003, Fund Speech FRESHMAN SECOND SEMESTER ENGL 1143, Technical Writing ENGL 1123 MATH 2024, Calculus II MATH 1124

ELEG 4472, Senior Design I

MCEG 2013, CVEG 2454, CHEG 2003, COMM 1003, ELEG 2011, ELEG 3063, ELEG 3043, PHYS 2511, PHYS 2521, GNEG 2021, GNEG 1121, CHEM 1021

POSC 1123, American Govt II Language, Philosophy and Culture SENIOR SECOND SEMESTER ELEG 4333, Computer Networks ELEG 4303 ELEG 4482, Senior Design II ELEG 4472

60

B. Course Syllabi Appendix A has the course syllabi of each course used to satisfy the mathematics, science, science, and discipline-specific requirements required by Criterion 5. Each syllabus includes the following information: Department, course number, and title of course

• Designation as a Required or Elective course • Course (catalog) description • Prerequisites • Textbook(s) and/or other required material • Course learning outcomes • Topics covered • Class/laboratory schedule, i.e., number of sessions each week and duration of each

session • Contribution of course to meeting the requirements of Criterion 5 • Relationship of course to Student outcomes

61

CRITERION 6. FACULTY

A. Faculty Qualifications Faculty Competencies The Department of Electrical and Computer Engineering has seventeen faculty members; nine Professors, four Associate Professors, one Assistant Professor, one Instructor, and two Adjunct Instructors.

The faculty members have a broad range of expertise needed to teach the required courses and elective courses in the Computer Engineering Program. The main curriculum areas in the Computer Engineering department are:

a) Communication & Signal Processing b) Computer Hardware and Software c) Microelectronics

Table 6-1 shows the faculty qualifications. Details on the faculty capabilities in these areas are given in the vitas in Appendix B.

Table 6-1: Faculty Qualifications Computer Engineering

Faculty Name

Highest Degree Earned- Field and Year

Ran

k 1

Type

of A

cade

mic

App

oint

men

t2

T, T

T, N

TT

FT o

r PT3

Years of Experience

Prof

essi

onal

Reg

istra

tion/

C

ertif

icat

ion

Level of Activity4 H, M, or L

Gov

t./In

d. P

ract

ice

Teac

hing

This

Inst

itutio

n

Prof

essi

onal

Org

aniz

atio

ns

Prof

essi

onal

Dev

elop

men

t

Con

sulti

ng/s

umm

er w

ork

in in

dust

ry

Ali, Warsame

PH.D., EE., 2003 ASC T FT 26 26 IEEE

(M) H M

Annamalai, Annamalai

PH.D., EE., 1999 P T FT 2 14 8 IEEE

(H) H M

Attia, John PH.D., EE., 1984 P T FT 32 32 TX IEEE

(H) M None

Cofie, Penrose

PH.D., EE., 2013 I NTT FT 26 26 TX IEEE

(H) H None

Cui, Suxia PH.D., CPEG. 2003

ASC T FT 11 11 IEEE (H)

H M

Fuller, John PH.D., EE. P T FT 5 36 36 TX IEEE

(L) M None

Kirby, DOC. EE., P T FT 13 16 16 IEEE M None

62

Faculty Name

Highest Degree Earned- Field and Year

Ran

k 1

Type

of A

cade

mic

App

oint

men

t2

T, T

T, N

TT

FT o

r PT3

Years of Experience

Prof

essi

onal

Reg

istra

tion/

C

ertif

icat

ion

Level of Activity4 H, M, or L

Gov

t./In

d. P

ract

ice

Teac

hing

This

Inst

itutio

n

Prof

essi

onal

Org

aniz

atio

ns

Prof

essi

onal

Dev

elop

men

t

Con

sulti

ng/s

umm

er w

ork

in in

dust

ry

Kelvin 1998 (H)

Koay, S. T. PH.D., MATH, 1971

P T FT 5 35 29 TX IEEE (L) H None

Kumar, A. Anil

PH.D., PHYSICS, 1978

P T FT 20 28 IEEE (M) M H

Li, Xiangfang

PH.D., CPEG., 2007

AST TT FT 2 2

Obiomon, Pamela

PH.D., EE., 2003 P T FT 2 11 11

IEEE (L) H H

Qian, Lijun PH.D., EE., 2002 P T FT 11 11

IEEE (H) H H

Sadiku, Matthew

PH.D., EE., 1984 P T FT 17 11

IEEE (H) H H

Tolliver, Charlie

PH.D., EE., 1976 P T FT 32 32 ARK IEEE

(L) M None

Wilkins, Richard

PH.D., PHYSICS, 1991

P T FT 20 20 IEEE (H) H H

Foreman, Justin

PH.D., EE., 2004 A NTT PT

Dwivedi, Ramesh MS., EE., A NTT PT

1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other 2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track 3. At the institution 4. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.

63

B. Faculty Workload During the 2015-2016 academic year, there were fifteen full-time faculty members and two part-time faculty in the Electrical and Computer Engineering Department at Prairie View A&M University. With the exception of one part-time instructor, all the faculty members have terminal degrees. All seventeen faculty members were involved in teaching Computer Engineering courses. Table 6-2 shows the faculty workload.

Table 6-2: Faculty Workload Summary

Computer Engineering Program

Faculty Member (name)

PT or FT1

Classes Taught (Course No./Credit Hrs.) Term and Year2

Program Activity Distribution3

% of Time Devoted

to the Program5

Teaching

Research or Scholarship

Other4

Ali, Warsame

FT FALL SEMESTER 2015

94% 6% 100%

ELEG 5913 (3)

ELEG 4472 (1)

ELEG 4472 (1)

ELEG 6763 (3)

GNEG 5063 (3)

FT SPRING SEMESTER 2016

75% 25% 100%

ELEG 4482 (2)

ELEG 5913 (3)

ELEG 5963 (3)

ELEG 5966 (3)

ELEG 6713 (3)

ELEG 5996 (6)

ELEG 7016 (6)

Annamalai, Annamalai

FT FALL SEMESTER 2015

92% 8% 100%

ELEG 4003 (3)

GNEG 5033 (3)

64

Faculty

PT or FT1

Classes Taught (Course

Program Activity Distribution3

% of Time Devoted

to the

ELEG 6303 (3)

FT SPRING SEMESTER 2016

100% 100%

ELEG 4011 (1)

ELEG 6233 (3)

ELEG 5996 (6)

GNEG 5133 (3)

Attia, John FT FALL SEMESTER 2015

33% 67% 100%

ELEG 1021 (1)

ELEG 3013 (3)

SPRING SEMESTER 2016

75% 25% 100%

ELEG 3043 (3)

ELEG 6423 (3)

ELEG 1021 (1)

Cofie, Penrose

FT FALL SEMESTER 2015

96% 4% 100%

ELEG 4021 (1)

ELEG 2023 (3)

ELEG 6753 (3)

ELEG 1043 (3)

ELEG 1043 (3)

FT SPRING SEMESTER 2016

100% 100%

ELEG 4073 (3)

ELEG 5913 (3)

ELEG 6743 (3)

ELEG 7916 (6)

ELEG 4023 (3)

Cui, Suxia FT FALL SEMESTER 2015

83% 17% 100%

ELEG 1043 (3)

65

Faculty

PT or FT1

Classes Taught (Course

Program Activity Distribution3

% of Time Devoted

to the

ELEG 1043 (3)

ELEG 4253 (3)

ELEG 6133 (3)

FT SPRING SEMESTER 2016

100% 100%

ELEG 7026 (6)

ELEG 7103 (3)

ELEG 7016 (6)

ELEG 3071 (1)

ELEG 3071 (1)

ELEG 3073 (3)

Dwivedi, Ramesh

PT FALL SEMESTER 2015

38% 25% 63%

ELEG 1043 (3)

ELEG 1043 (3)

GNEG 2021 (1)

PT SPRING SEMESTER 2016

50% 25% 75%

GNEG 2021 (1)

ELEG 1043 (3)

ELEG 3041 (1)

ELEG 1043 (3)

Foreman, Justin

PT FALL SEMESTER 2015

67% 8% 75%

ELEG 2011 (1)

ELEG 3021 (1)

ELEG 4303 (3)

ELEG 3063 (3)

PT SPRING SEMESTER 2016

83% 17% 100%

ELEG 2011 (1)

ELEG 2023 (3)

66

Faculty

PT or FT1

Classes Taught (Course

Program Activity Distribution3

% of Time Devoted

to the

ELEG 2011 (1)

ELEG 1043 (3)

ELEG 1043 (3)

Fuller, John H.

FT FALL SEMESTER 2015

25% 75% 100%

ELEG 4013 (3)

FT SPRING SEMESTER 2016

25% 75% 100%

ELEG 2023 (3)

Kirby, Kelvin K.

FT FALL SEMESTER 2015

75% 25% 100%

ELEG 1011 (1)

ELEG 1011 (1)

ELEG 1011 (1)

ELEG 1043 (3)

ELEG 1043 (3)

ELEG 1043 (3)

ELEG 1043 (3)

FT SPRING SEMESTER 2016

100% 100%

ELEG 1043 (3)

ELEG 1011 (1)

ELEG 1043 (3)

ELEG 1043 (3)

ELEG 1043 (3)

ELEG 1043 (3)

ELEG 1043 (3)

Koay, Siew T.

FT FALL SEMESTER 2015

33% 67% 100%

ELEG 7926 (6)

FT SPRING SEMESTER 2016

100% 100%

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Faculty

PT or FT1

Classes Taught (Course

Program Activity Distribution3

% of Time Devoted

to the

Kumar, Abburi

FT FALL SEMESTER 2015

54% 46% 100%

ELEG 5963 (3)

ELEG 5966 (6)

FT SPRING SEMESTER 2016

58% 42% 100%

ELEG 2053 (3)

GNEG 5079

Li, Xiangfang

FT FALL SEMESTER 2015

98% 2% 100% 100%

ELEG 3063 (3)

ELEG 6123 (3)

ELEG 3021 (1)

ELEG 5963 (3)

ELEG 7016 (6)

FT SPRING SEMESTER 2016

100% 100%

ELEG 4393 (3)

ELEG 5963 (3)

ELEG 5996 (6)

ELEG 5996 (6)

ELEG 6153 (3)

ELEG 7016 (6)

ELEG 7026 (6)

ELEG 7916 (6)

ELEG 7926 (6)

Obiomon, Pamela

FT FALL SEMESTER 2015

50% 50% 100%

ELEG 1021 (1)

ELEG 1021 (1)

ELEG 4043 (3)

ELEG 3156 (6)

FT SPRING SEMESTER 50% 50% 100%

68

Faculty

PT or FT1

Classes Taught (Course

Program Activity Distribution3

% of Time Devoted

to the

2016

ELEG 3156 (6)

Qian, Lijun FT Fall Semester 2015 94% 6% 100%

ELEG 6313 (3)

ELEG 7016 (6)

ELEG 7026 (6)

ELEG 6011 (1)

FT SPRING SEMESTER 2016

50% 25% 25% 100%

ELEG 7026 (6)

ELEG 5963 (3)

ELEG 6021 (1)

Sadiku, Matthew

FT FALL SEMESTER 2015

84% 16% 100%

ELEG 5963 (3)

ELEG 4033 (3)

ELEG 4472 (1)

ELEG 4472 (1)

ELEG 5996 (6)

FT SPRING SEMESTER 2016

100% 100%

ELEG 7026 (6)

ELEG 7916 (6)

ELEG 4482 (2)

ELEG 3023 (3)

ELEG 4333 (3)

ELEG 5913 (3)

Tolliver, Charlie L.

FT FALL SEMESTER 2015

50% 50% 100%

ELEG 2053 (3)

ELEG 2053 (3)

FT SPRING SEMESTER 2016

25% 75% 100%

69

Faculty

PT or FT1

Classes Taught (Course

Program Activity Distribution3

% of Time Devoted

to the

ELEG 2053 (3)

Wilkins, Richard

FT FALL SEMESTER 2015

91% 9% 100%

CHEG 4103 (3)

ELEG 3033 (3)

GNEG 5193 (3)

FT SPRING SEMESTER 2016

100% 100%

ELEG 6513 (3)

ELEG 6523 (3)

ELEG 4223 (3)

ELEG 5996 (6)

ELEG 5996 (6)

ELEG 5963 (3)

ELEG 5966 (3)

ELEG 6713 (3)

ELEG 5996 (6)

ELEG 7016 (6)

1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution 2. For the academic year for which the Self-Study Report is being prepared. 3. Program activity distribution should be in percent of effort in the program and should

total 100%. 4. Indicate sabbatical leave, etc., under "Other." 5. Out of the total time employed at the institution.

C. Faculty Size Sixteen of the faculty members in the Electrical and Computer Engineering Department were involved in teaching Computer Engineering courses during the 2015- 2016 academic year. The faculty of the Computer Engineering Program is adequate in size for the performance of the teaching, research and service goals of the program.

Levels of Student-Faculty Interaction The faculty members in the Computer Engineering department have a high level of interaction with students. Each student in the Computer Engineering Program has been assigned a faculty advisor. Students meet with advisors at least once each semester to discuss the student’s

70

progress in the program and to register for courses to take during the semester. In addition, students may receive career advisement during their interactions with faculty.

The bulk of the interaction students have with faculty is in instructional mode, both in the classroom and laboratories. Faculty members interact with students during the instructor’s office hours, and also during tutorials that are offered by instructors. There is substantial student-faculty interaction when students are involved in projects and design work. There is significant interaction as students engage in undergraduate research projects, and attend professional societies (IEEE, HKN and Tau Beta Pi) meetings. Two faculty members (Professors Attia and Cui) in the department are advisors to professional societies.

Student Advising and Counseling Each student in the Computer Engineering Program is assigned an academic advisor. As discussed in Section 1C, there are primary and secondary advisors for students in the program. Each student meets with his or her advisor at least twice a year to complete registration and to seek advice concerning his or her program of study and career-related issues. Most students see their advisors much more frequently than that.

University Service Activities The faculty of the Department of Electrical and Computer Engineering are active in service to the department, the College of Engineering and the University. Tables 6-3 and 6-4 show the nature and extent of the service provided by faculty. Table 6-3 shows the departmental committee structure during the period from 2013 to 2016, while Table 6-4 shows the service to the College of Engineering and the University that faculty of the department provided during the period from 2013 to 2016.

71

Table 6-3: Department Committee Assignments 2013- 2016

Committee Members Computer Engineering Curriculum Committee

S. Koay (Chair), J. Attia, K. Kirby, S. Cui, and X. Li

ABET Committee J. Attia (Chair), W. Ali, C. Cui, J. Foreman, and R. Wilkins

Preliminary Exam Committee

W. Ali, A. Annamalai J. Attia, P. Cofie, S. Cui, J. Fuller, K. Kirby, S. Koay, A. Kumar, P. Obiomon, L. Qian, M. Sadiku, and R. Wilkins

Undergraduate Grievance Committee

K. Kirby (Chair), X. Li, and P. Cofie

Graduate Grievance Committee

L. Qian, J. Attia, J. Fuller and P. Cofie

Recruiting Committee Kumar (chair), K. Kirby, and P. Obiomon

ECE Faculty Search Committee K. Kirby, L. Qian and J. Fuller

SearchCommittee for Chief Scientist & Executive of the Chancellor Research Initiative (CRI) project in Computational Biology

X. Li , L. Qian, and S. Cui

Tenure & Promotion Committee

Attia (Chair), A. Kumar, and C. Tolliver

Post Tenure Review Committee A. Annamalai, A. A. Kumar, and C. Tolliver

Graduate Admissions

J. Fuller (Chair),R. Wilkins (Chair), M. Sadiku, W. Ali, L. Qian, X. Li, and S. Cui

Search committee (adjunct faculty)

K. Kirby (Chair), S. Koay and C. Tolliver

Proposal Selection Committee A. Annamalai (Chair), J. Fuller, and A. A.Kumar

IEEE Advisor: K. Kirby and S. Cui Tau Beta Pi Advisor: J. Attia

72

Table 6-4: College of Engineering and University Service 2013- 2016

Faculty List of Activities

J. Fuller College of Engineering Tenure & Promotion Committee

Member, University Commencement Committee

Founders Day Convocation Committee 2016

S. Koay Member, College of Engineering Curriculum Committee

J. Attia Co-chair, SACS Committee for Graduate Programs

Chief Advisor, Tau Beta Pi

A. Annamalai Director, Center of Excellence for Communication Systems Technology Research (CECSTR)

Tenure and Promotion Committee

Mathematics Curriculum Review Committee

R. Wilkins Director, NASA Center for Applied Radiation Research (CARR)

Member, College of Engineering Curriculum Committee

K. Kirby Deputy Director, NASA Center for Applied Radiation Research (CARR)

Director, NSF STEM Program

S. Koay Tenure and Promotion Committee

A. Kumar Reviewer, Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) Science Review Committee (2014)

Tenure and Promotion Committee

Mathematics Curriculum Review Committee

P. Obiomon College Hiring Committee - Department Head Mechanical Engr

College Hiring Committee - Program Director

College Hiring Committee - Department Head Civil Engr

Interim Department Head Electrical and Computer Engineering

College Tenure and Promotion Committee 2013

Psychology Search Committee 2016

Founders Day Convocation Committee 2016

W. Ali Member, Faculty Senate

M. Sadiku Department Graduate admission committee.

College Assessment committee.

University Hiring Committee - VP for Research and Dean of Graduate School

73

Interaction with Practitioners and Employers Faculty members of the Computer Engineering faculty maintain active relationships with engineering practitioners and employers in a number of ways. The forms of interaction include:

a) Interactions with the Computer Engineering Advisory Board. The Computer Engineering

department has an advisory board whose membership is largely drawn from representatives of corporations that hire many of our graduates. The Advisory Board normally meets normally twice a year. Faculty members interact with the Board members while they are on campus.

b) Interactions with working engineers on Senior Design Projects. Several of the Senior Design

projects are sponsored by industry. Engineers from the Sponsoring Companies normally mentor the seniors while performing the Senior Design Projects.

c) Employer interactions During the fall and spring semesters there are career days where representatives of employers of Prairie View A&M University students visit campus to recruit students for internships, and permanent hires. Faculty members take advantage of the opportunity to interact with industry representatives. d) Visits to Industry Occasionally, faculty members are invited to industry to discuss some testing methodologies, to explore partnership or other cooperative activities, or to explore research opportunities with industry. The above activities do not represent an exhaustive list of interactions faculty have with Industrial representatives and employers; it is representative and provides evidence of pervasive nature of this interaction.

Faculty Curriculum Vitae The abbreviated curriculum vitae of faculty members can be found in Appendix B.

Faculty Development for Faculty Members Prairie View A&M University has a number of centers that involve Computer Engineering faculty and provide opportunities for professional development and industrial interactions. These centers include:

• NASA Center for Radiation Engineering and Science for Space Exploration (CRESSE) • Sprint Center of Excellence for Communication systems Technology Research (CECSTR) • Center for Battlefield Communications (CEBCOM) • Center of Excellence in Research and Education for Big Military Data In InTelligence

(CREDIT)

74

A. Professional Development

Evidence of the professional development of faculty can be found in their curriculum vitae. Some professional activities of the faculty during the 2013- 2016 academic year are shown in Table 6-5.

Table 6-5: Professional Activities of the Computer Engineering Faculty 2013- 2016 Academic year

Name Professional Activity

Ali, Warsame

1. IEEE MW Symposium on circuits and Systems conference, August 3, 2014

2. Conference/Workshop/Training ,Electric Power/Energy System curriculum with emphasis of Sustainability, Oct 3, 2014

3. AFRL design competition, Nashville/Tennesse , April 2014 4. AFRL design competition, Nashville/Tennesse , April 2016 5. NAVSEA/San Diego, National Competition, July 19, 2016

Annamalai, Annamalai

1. IEEE Military Communications Conference, 26-28 October 2015,

Tampa, FL: Attended and presented a technical paper as well as a tutorial entitled, ‘Simple and General Parameterization of the Physical Layer Performance of Wireless Networks’.

2. IEEE Malaysia International Conference on Communications, 23-26 November 2015, Kuching, Sarawak, Malaysia: Attended and presented two technical papers as well as a tutorial entitled, ‘Cross-Layer Design of Cooperative Wireless Networks’.

3. Wireless Networks’. 4. Editor-in-Chief: International Journal of Wireless & Mobile

Networks, 2013 - present 5. Director of Center of Excellence for Communication Systems

Technology Research, 2010 – present 6. National Science Foundation Proposal Review Panelist, 2001 –

present 7. IEEE Global Telecommunications Conference (GLOBECOM’15)

Organizing Committee: Workshops Co-Chair 2015 8. Judge, International Sustainable World (Energy, Engineering &

Environment) Project Olympiad, 2008 – present IEEE Military Communications Conference, October 2014, Baltimore, MD:

9. Attended and presented three technical papers as well as a tutorial entitled, ‘Cross-Layer Design of Cooperative National Science Foundation Proposal Review Panelist, March 29, 2016

Attia, John

1. Attended ASEE Conference and Exposition at Indianapolis from June 14 to June 18, 2014. During the conference, I completed a short course on the “Use of MATLAB for Renewable Energy”

2. Attended NSF/ONR/DOE Electric Energy Systems Curriculum Workshop that took place at Napa, CA, from February 6 to 9, 2014.

3. Participated in the Experimental Centric Based Engineering Curriculum Workshop that took place at Tuskegee University from December 12 to 14, 2014.

75

4. Participated in the FPGA Workshop that took place on the campus of PVAMU from June 30 to July 1, 2014.

5. Attended the Smart Grid Workshop that took place at TAMU-College Station on April 8, 2014.

6. Advisor to Texas Kappa Chapter of the Tau Beta Pi Honor Society (1984 to present)

7. ABET EAC Commissioner (2015 to present) 8. ABET Program Evaluator (2002 to 2008, 2009 to 2015) 9. Member of IEEE Committee on Engineering Accreditation

Activities 2011 to 2015 10. NSF-ECP Workshop/Greensboro,NC, May 2016 11. ASEE GSW/Fort Worth TX, March 6, 2016

Cofie, Penrose

1. Midwest Symposium on Circuits and Systems,, College Station, Texas August 2014.

2. GE Leadership Conference , GE Oil and Gas, Houston, Texas October 2014

3. GE Student Leadership Conf., GE Water and Power, Houston, Texas October 2014

4. IEEE local counselor 5. Houston Community College Adult Educator 6. IEEE, Control System Technology and Wiley Optimal Control

Journals reviewer 6. AFRL design competition, Nashville/Tennesse , April 2016 7. NAVSEA/San Diego, National Competition, July 19, 2016

Cui, Suxia

1. Attended FPGA workshop at Prairie View A&M University 2015 2. Organized PVAMU summer HPC and big data workshop June 2016

to introduce HPC and big data 3. Attended and served as a judge of the 6th Annual STEAM Research

Symposium of PVAMU (also sent students to participate in poster competition), March 2015

4. Attended ASEE annual conference at Seattle to present two papers. 5. Visited Harvard University medical school summer 2015 to seek

future collaboration opportunities on fMRI image processing 6. Attended online summer workshops by University of Oklahoma and

later bi-week webinar to learn HPC knowledge 7. Attended UH computing lecture series to learn parallel

programming. 8. Attended PVAMU grant writing workshop at Northwest center May

2015 9. Review NSF MRI proposal, March 20, 2016

Fuller, John

1. Conducted an FPGA Workshop campus of PVAMU from June 30 to July 1, 2014

2. Air Force Research Laboratory visit and presentation, Rome, New York, Sept 21, 2015

3. Presentation for University Consortium as funded by DOE, Virgin Islands, Nov, 2015

4. Alabama A&M Consortium/Huntsville, April 27, 2014 Kirby, Kelvin 1. Presentation at NASA University Research Center (URC) Principal

76

Investigators Meeting, Huntsville, Alabama, Sept 14, 2014 2. Participation in ASEE Workshops and IEEE Activities 3. Workshop: Getting Students to Focus on Learning Instead of

Grades. PVAMU Center for Teaching Excellence 4. National Conference: NSF Louis Stokes Alliance for Minority

Participation 5. Workshops and Conferences concerning First Year Engineering

Students 6. Proposal and Grant Writing 7. Attended the ASEE National Conference (Jun 14, 2015) 8. Attended a workshop entitled “Get Students to Focus on Learning

Instead of Grades: Metacognition is the Key” (Jan 21, 2016) by Dr. Saundra McGuire (Ret) Assistant Vice Chancellor & Professor of Chemistry, LSU

9. Attended Microcontroller Workshop at the University of Houston, Jun 26-27, 2015

10. LSAMP Conference / Nat'l Har, MD, Feb 24, 2016

Koay, S. T.

1. Participated in the FPGA Workshop that took place on the campus of PVAMU from June 30 to July 1, 2014

2. Attended MATLAB/SIMULINK Seminar that was held in the department

3. Attended LabView Seminar that was held in the department 4. Attended Rice ECE Annual Affiliates Conference at Rice University

in April 2015 5. Attended Rice ECE Annual Affiliates Conference at Rice University

in April 2016 6. Attended National Instruments Annual Conference at Austin, Texas,

August 5 through August 6, 2015. 7. Attended National Instruments Annual Conference at Austin, Texas,

August 4 - 6, 2015

A. Kumar 1. Attended several speaker sessions organized by Houston APlus

Challenge 2. Explore STEM Practices, San Antonio, March 26, 2014 3. Math Teachers Conference, Corpus Christi, TX, June 12, 2014

Li, Xiangfang

4. Attended “write winning grants” workshop at Md. Anderson cancer center, March 6, 2015

5. Attended the grant writing workshop organized by PVAMU to improve grant writing experience, May 18-22, 2015

6. Attend Faculty Workshop on teaching methods training by Dr. Michael Prince at NW campus offered by COE of PVAMU, May26-27, 2015

7. Organized “High Performance Computing with Applications in Big Data” workshop at PVAMU. I gave talk titled “Big Data” application in Computational Systems Biology during big data workshop, June 2015, PVAMU

8. NSF Panel review. I served as a panel reviewer at Computer and Information Science and Engineering (CISE) Cyber-Physical Systems medical panel, July 2015

9. Attended Discovery on Target conference in Boston,. The PI will get

77

involved with a rich agenda including conferences and short courses, including, (a) short course #1: Leveraging Data and Analytics for Drug Discovery (b) Conference #1: RNAi for Functional Genomics Screening (c) Conference #2: Quantitative Systems Pharmacology (d) short course #2: Using Mechanistic Physiological Models in Drug Development: A Proven Quantitative Systems Pharmacology (QSP) Approach. Sept. 2015

10. Poster Presentations: Poster titled “Drug Effects Modeling on Tumor Growth” and “Sensitivity of Kinetic Rate Variables in Signaling Pathways to Drug Responses”; Cancer Prevention and Research Institute of Texas (CPRIT) organized innovations in cancer prevention and research conference, Nov, 2015

11. Attended the Symposia on Cancer Research 2015 at MD Anderson Cancer Center and presented a poster titled “Multiscale Drug Effects Modeling using Applied Systems Pharmacology”; Oct 8 thru Oct 9, 2015

Obiomon, Pamela

1. STEM Conference Women of Color at Texas A&MOrganized a workshop entitled: “ Food and Safety with FPGA Based Sensors” , Spring 2013

2. Organized a workshop entitled: “ Food and Safety with FPGA Based Sensors” , Spring 2013

3. Google, International women's conference, Silicon Valley, March 6, 2014

4. Conference, Panelist - Pathway to Professoriate –“Faculty Roles and Expectations at Different Types of Institutions, 2014

5. Obiomon, P., “PhD Personals: From Decision to Destiny”, TAMUS 10th Annual Symposium, Houston, Texas, Feb 13-14, 2014

6. GEM 2015 Graduate Resource Fair, Boston, MA, Aug, 2016

Qian, Lijun

1. Demonstrated the Wireless Communications Lab to Dr. Richard Alo, Dean of College of Science, Engineering and Technology, Jackson State University; January 29, 2015

2. Attended the NSF PI meeting at Washington DC and present a research poster; Feb 17, 2015

3. Attended the IEEE Texas Workshop on Integrated System Exploration (TexasWISE) 2015 at UT Winedale House, Round Top, Texas, and presented a poster on “Smart Phone Paired Sensors for Environmental Monitoring”; March 27, 2015

4. Attended the CESG Seminar at TAMU titled “Genomic analysis tools for familial and case-control sequencing studies” by Chad Huff, Assistant Professor from MD Anderson Cancer Center; April 7, 2015

5. Attended the Workshop on “Big Data Analytics in CPS: Enabling the Move From IoT to Real-Time Control” at Seattle, WA;

6. Attended the Cyber-Physical Systems (CPS) Week at Seattle, WA; April 13 thru April 16,2015

7. Attended the Microsoft Workshop on Recent Advances in Cyber Physical Systems at Microsoft Research Redmond, WA and

78

delivered an invited talk on recent advances and challenges in the CPS area; April 17,2015

8. Attended the Third Smart Grid Workshop at Texas A&M University and present a research poster; April 21, 2015

9. Participated the CRI 100% design meeting with Dr. Yidong Chen and Dr. Zhao Lai; April 23,2015

10. Participated the first Industry Day at PVAMU and discussed potential commercialization of the technologies developed by the WiComLab; May 6, 2015

11. Served as a judge for I-SWEEEP, Houston, TX; May 9, 2015 12. Attended the Texas Life Science Forum at Rice University

BioScience Research Collaborative (BRC); May 20,2015 13. Organized “High Performance Computing with Applications in Big

Data” workshop at PVAMU; May 6 thru May 10, 2015 14. Participated in the annual international conference on Intelligent

Systems for Molecular Biology (ISMB) in Dublin, Ireland. ISMB is the major meeting of the International Society for Computational Biology (ISCB); July 8 thru July 15, 2015

15. Participated the DOD Center of Excellence kickoff meeting in Arlington, VA, and gave a presentation on the CREDIT Center; August 6 thru August 7, 2015

16. Participated the DOD Center of Excellence Technical Exchange meeting in AFRL, Rome, NY, and gave a presentation on the CREDIT Center’s research and education programs; Sept 21 thru Sept 23, 2015

17. Attendeded the Symposia on Cancer Research 2015 at MD Anderson Cancer Center and presented a poster titled “Multiscale Drug Effects Modeling using Applied Systems Pharmacology”; Oct. 8- thru Oct 9, 2015

18. Attended the IEEE International Conference on Big Data in Santa Clara, CA; Oct 29 thru Nov 2, 2015

19. Attended the CPRIT Innovations in Cancer Prevention and Research Conference in Austin and presented 2 posters titled “Drug Effects Modeling on Tumor Growth” and “Sensitivity of Kinetic Rate Variables in Signaling Pathways to Drug Responses”; Nov 9thru Nov 11, 2015

20. Participated in the NSF Big Data Innovation Hub Workshop at GaTech in Atlanta, GA; Dec 7-8, 2015

Served in the following four (4) Technical Program Committee: 1. IEEE International Conference on Communications (ICC 2015). 2. IEEE International Conference on Advanced Networks and

Telecommunication Systems (ANTS 2015). 3. IEEE/ACM CPS Week 2015. 4. IEEE Global Communications Conference (Globecom 2015).

Review of total twenty-one (21) papers including: Review of fifteen (15) papers for the following journals:

1. EURASIP Journal on Bioinformatics and Systems Biology (1

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paper) 2. IEEE/ACM Transactions on Computational Biology and

Bioinformatics (1 paper) 3. IEEE Transactions on Mobile Computing (1 paper) 4. IEEE Transactions on Vehicular Technology (2 papers) 5. Scientific World Journal (2 papers) 6. International Journal of Distributed Sensor Networks (8 papers),

where I am the Lead Guest Editor

Review of six (6) papers for the following conferences: 1. IEEE CISS 2015 (2 papers) 2. IEEE ICC 2015 (2 papers) 3. IEEE Globecom 2015 (2 papers)

Sadiku, Matthew 1. COMSOL Workshop – June 2013 2. IEEE Southeast Conference - March 2012 3. IEEE Southeast Conference - March 2012

International Conference on Scientific Computing, 201

Tolliver, Charlie

1. Participated in the FPGA Workshop that took place on the campus of PVAMU from June 30 to July 1, 2014

2. Attended LabView Seminar that was held in the department 3. Attended MATLAB/SIMULINK Seminar that was held in the

department

Wilkins, Richard

1. Midwest Symposium on Circuits and Systems, College Station, Texas August 2014.

2. GE Leadership Conference , GE Oil and Gas, Houston, Texas October 2014

3. GE Student Leadership Conf., GE Water and Power, Houston, Texas October 2014

4. IEEE Nuclear and Space Radiation Conference, Paris, France, July 12, 2014

5. Completed IEEE Nuclear and Space Radiation Effects short course in July 2015, Boston, MA

6. TAMUS Pathways and AGEP meetings at Texas A&M-Corpus Christi, Oct 2016.

7. American Nuclear Society Winter 2015 Meeting and visit the Department of Energy

8. Los Alamos Neutron Science Center, Neutron Radiation Testing, Jan. 8, 2016

B. Authority and Responsibility of Faculty Leadership Responsibilities Dr. Pamela Obiomon is the Interim Head of Electrical and Computer Engineering Department. She is responsible for leading the Computer Engineering Program and driving its mission, educational objectives and student outcomes by engaging faculty, staff and students to achieve the written goals of the Computer Engineering Program. She represents the Department and interacts with other Departments in the University to achieve the mission and goals of Prairie View A&M University. The Department Head manages the Department affairs, including

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budget, resource allocations, faculty and staff workload, annual evaluation of faculty and staff performance, curriculum, and advising. Authority and Responsibility of Faculty One of the strengths of the Computer Engineering program is its faculty. The faculty is composed of professors with different specialties that cover all the major areas of computer engineering. The professors are dedicated to their profession and to the objective of having every graduate competent in the field of computer engineering. Professors are often found spending evening hours with the students conducting problem sessions and working with seniors on their project. The faculty also keeps abreast of the latest technology in engineering by conducting research with government agencies and private industry. Furthermore, the turnover rate of computer engineering faculty is very low. Faculty members are responsible for course creation, modification and evaluation. A faculty member may recommend some changes in the courses. The recommendation will be discussed in Department meeting, and modifications to the recommendations may be made. The recommendations will be submitted to the Dean’s office. The latter office will submit the recommendations to the College of Engineering Curriculum Committee. If the Curriculum committee approves the course creation or modification, then a formal request is submitted to the University Academic Council. The Academic Council is chaired by the Provost or her representative. Consistency and quality among courses with several sections are maintained by having (i) a person responsible for the course, (ii) using the same course syllabus, (iii) ensuring that all topics are covered in the various sections, and (iv) end-of-semester evaluation of the courses.

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CRITERION 7. FACILITIES

A. Offices, Classrooms and Laboratories The program’s facilities support the attainment of the student outcomes and provide an atmosphere conducive to learning. Table 7-1 shows the offices of the faculty members in the Department of Electrical and Computer Engineering in the New Computer Engineering Building (Administrative, Faculty, Clerical, and Teaching Assistants).

Table 7-1: Offices for Faculty and Staff

Office number Name Title 342 / 315H Ali, Warsame Associate Professor 350 Annamalai, Annamalai Professor 318 Attia, John Professor 348 Cofie, Penrose Instructor 334 Cui, Suxia Associate Professor 344 Fuller, John Professor 352 Kirby, Kevin Associate Professor 322 Koay, Siew Professor 316 Kumar, Anil Professor 336 Li, Xangfang Assistant Professor 330 / 315G Obiomon, Pamela Associate Professor 332 Qian, Lijun Professor 328 Sadiku, Matthew Professor 320 Tolliver, Charlie L. Professor 340 Wilkins, Richard Professor 351 Dwivedi, Ramesh Adjunct Instructor 349 Foreman, Justin Adjunct Instructor 315C Beulah Purvis Administrative Secretary 315B Colleen Harris Administrative Secretary 124 Kureshi, Riaz Technician 371 MS students Teaching Assistants 355-370 PhD students Teaching Assistants 324, 326, 347, 339

Open Offices

Classrooms Computer Engineering Program classes are held throughout Prairie View A&M University campus, depending on the class size, scheduling requirements and computer/audio-visual requirements. Most of the classes in the Computer Engineering Program are held in the following classrooms: Electrical and Computer Engineering Building, room 115 Electrical and Computer Engineering Building, room 117 Electrical and Computer Engineering Building, room 137 Electrical and Computer Engineering Building, room 139

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There are additional classrooms in the College of Engineering facilities. They include: Gilchrist Engineering Building, Room 104 Gilchrist Engineering Building, Room 109 Wilson Engineering Building, Room 103 Wilson Engineering Building, Room 109k Collins Engineering Building, Room 224 Collins Engineering Building, Room 331 Laboratories Table 7-2 shows the laboratories that are available in the Electrical and Computer Engineering building. Some courses in Computer Engineering Program are offered by Computer Science department. Table 7-3 lists the laboratories available from S. R. Collins building where Computer Science Department is located.

Table 7-2: Laboratories in the Electrical and Computer Engineering Building

Room Number Laboratory Name

Laboratory Support the Courses

Square Feet

Purpose (Instructional/Research)

126 Circuits & Electronics ELEG2011

995 Instructional & Laboratory

119 Microprocessor Systems and Digital Logic

ELEG 3021 ELEG 3071 1030

Instructional & Laboratory

221 DSP ELEG 4053

763 Instructional & Laboratory

219 FPGA ELEG4253 ELEG4333 683

Instructional & Laboratory

125 Computing Laboratory ELEG 1011 ELEG 1043 1371

Instructional & Computing Laboratory

223 High Speed Communication

552 Research

225 Solid State 647 Research 227 Data Processing 565 Research 229 Wireless Communications 640 Research 241 Materials Characterization 600 Research

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Table 7-3: Laboratories Outside of Computer Engineering Building

Room Number Laboratory Name

Laboratory Support the Courses

Square Feet

Purpose (Instructional/Research)

S.R.Collins 210 CS Teaching Lab

COMP 3063 648 Instructional

S.R.Collins 211 CS Teaching Lab

COMP 1213, 1211, 1224 648 Instructional

S.R.Collins 226 CS Teaching Lab

COMP 1213, 1211, 1224, 3223 648 Instructional

S.R.Collins 203 CS Teaching Lab

- 648

Open Lab for all computer-related courses

S.R.Collins 202

Cloud and parallel Computing

- 340 Research

Gilchrest 213

Human-Computer Interface

-

340 Research

Gilchrest 216

Virtual Reality and Scientific Visualization

-

648 Research

Gilchrest 217

Database & Bioinfomatic

-

340 Research The Computer Engineering Program has offices, classrooms and laboratories adequate for the program. B. Computing Resources Several computing facilities exist at Prairie View A&M University for students. Table 7-4 shows the computing facilities available to students on campus:

Table 7-4: Computing Facilities in the Electrical and Computer Engineering Building

Room Computer Hardware Quantity Room 119 Digital Logic & Microprocessor

Personal Computers/Printer 20 / 1

Room 125 Computing Lab

Personal Computers/Printer/scanners

43 / 1/ 3

Room 126 Circuits & Electronics Lab

Personal Computers/Printer 16 / 1

Room 221 DSP Lab

Personal Computers/Printer 26 / 1

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There are additional computing facilities in the following facilities at Prairie View A&M University: (i) College of Engineering Computing Laboratories (ii) John B. Coleman Library (iii) Accelerated Learning Resource Center (iv) The New Science Building.

Hardware Several hardware pieces are available for the Computer Engineering Program. Table 7-5 shows the pieces of hardware available for instructions.

Table 7-5: Available Hardware Hardware Computer Engineering Course Usage Analog Discovery Board ELEG 1021, ELEG 2011, ELEG 3013 and ELEG 3043 Oscilloscopes ELEG2011, ELEG 3043, ELEG 4043, ELEG 3021, NI Elvis ELEG 2011, ELEG 3043, ELEG 4043, ELEG 3021 Signal Generators ELEG 2011, ELEG 3043, ELEG 3021 Multimeters ELEG 2011, ELEG 3043, ELEG 4043, ELEG 4303 Power Supplies ELEG 2011, ELEG 3043, ELEG 4303 Variac ELEG 2011, ELEG 3043 Capautor/Inductor Analyzer ELEG 2011, ELEG 3043, ELEG 4011, ELEG 4021 Logic Analyzer ELEG 3021, ELEG 3063 Agilent Spectrum/Network Analyzer

ELEG 3021

Texas Instruments DSP Kits ELEG 1021 Single-Phase Transform Module

ELEG 4021, ELEG 4013

Caputanu Module ELEG 4021, ELEG 4013 Digital Clamp-on Multimeter ELEG 4021, ELEG 4013 FPGA Development Systems ELEG 3063, ELEG 4303, ELEG 3021 PIC Microprocessor Trainer ELEG 3071, ELEG 3073 TI TivaTM C Series LaunchPad Evaluation Kit Digilent Orbit BoosterPack

ELEG 4253

Digilent Analog Discovery kit ELEG 3021, ELEG 2011

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Software Table 7-6 shows the Computer Engineering software list.

Table 7-6: Software use in Computer Engineering courses

Software Computer Engineering course usage WaveForms ELEG 1021, ELEG 2011, ELEG 3013 and ELEG 3043

MATLAB 2014 A ELEG 3023, ELEG 4033, ELEG 4053, ELEG 4472, ELEG 4482,

PSPICE 16.6 ELEG 3023, ELEG 3043, ELEG 4263 LabView/NI Elvis 2015 ELEG 2011, ELEG 3021 MULTISIM 2015 (Electronic workbench) ELEG 3063, ELEG 3021, ELEG 3043

Microsoft Office 2010 (Word, Excel, PowerPoint) All courses

Microsoft Visual C++ 2008 ELEG 4472, ELEG 4482 Xilinx ISE 14.4 ELEG 3021, ELEG 3063, ELEG 4303 ISE DESIGN SUITE 14.6 CODEWARRIOR IDE V5.0 ELEG 4303, ELEG 4472, ELEG 4482

Waveform 1 ELEG 1021, ELEG 3013, ELEG 3043 MPLAB IDE 8.91 ELEG 3073, ELEG 3071 TI StellarisWare and Code Composer Studio 6.1.1 ELEG 4253

PCSPIM ELEG 4393 C. Guidance Each student working in a laboratory must review and a sign safety guideline document. The safety document covers safe work practices and good laboratory practices. Students are provided demonstrations of specific equipment by qualified technical staff or faculty prior to performing laboratory work. Qualified technical staff or faculty must be present on the premises at all times that students are in the laboratory conducting experiments. D. Maintenance and Upgrading of Facilities Laboratory Equipment Planning, Acquisition, Maintenance Processes and Their Adequacy The faculty members, who are responsible for various laboratories, recommend to the department head the equipment and software that the program needs. Funds for acquisition of new equipment, repairs and maintenance of existing equipment come from the following sources:

1. Equipment Access fee 2. Indirect cost funds 3. Laboratory Use fee 4. Gifts and Grants

Prairie View A&M University is a state supported institution and receives state funds based upon student enrollment. These funds ensure that the laboratories will have necessary operating supplies and a lab technician for maintenance of equipment.

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The Department received about $10,331.00 funds from the students’ laboratory use fee this past year. The lab fees are used to purchase supplies for the laboratories. In addition the Department has received donations from various companies. Some of the donations have been used for laboratory enhancement. The Department receives an indirect cost fund on all the funded research projects in the department. This past year approximately $11,089.00 was received. The amount varies from year to year. The indirect cost funds are used to support instruction, purchase lab supplies, buy equipment and reimburse faculty travel. The College of Engineering instituted an equipment access fee for all students who take laboratory courses or lecture courses and use computers or laboratory equipment. The Department obtained about $ $20,142.00 from students taking courses from the Electrical Engineering Department this past year. The funds are used to replace obsolete equipment, upgrade and modernize our laboratories. Support Personnel Available for Installing, Maintaining and Managing Program Software, Hardware and Networks The College of Engineering has one computer technician/system analyst who manages the computing resources of the college. Currently, there are two technicians who manage laboratory equipment and facilities in the College of Engineering. The Department has one technician who is tasked to install, maintain and manage departmental hardware and software. During the fall and spring semesters, two to three undergraduate student workers normally assist the technician to install, maintain and manage the departmental hardware and software. The College of Engineering has one computer technician/system analyst who manages the computer resources of the Department of Electrical and Computer Engineering and those of the College of Engineering. The technician in the Department of Electrical and Computer Engineering and the Computer Technician in the College of Engineering maintain and manage the departmental networks.

E. Library Services The mission of the John B. Coleman Library is to provide information, access services, cultural programs and library instruction, in support of the evolving curriculum of Prairie View A&M University. The Library staff provides leadership in the use and retrieval of information, consistent with the University’s mission of teaching, research, and services. The Library evaluates its collections, service delivery, technology, and other activities on a regular basis, in order to continue to meet the challenges of a changing technological and global society. The Library seeks to build and maintain a quality collection by coordinating the active participation of the university community in identifying and acquiring resources. Technical collection relative to the program and faculty A number of Computer Engineering related reference books are available at the John B. Coleman library, which also provides electronic access to a variety of Computer Engineering resources including Information Science & Technology and the IEEE digital library. There is also electronic access to the following additional databases which have computer resources: Academic Search Complete, Business Source Complete, Science and Technology Collection, Science Direct, SpringerLink, Cluwer Journals Online, ProQuest Computing, Wiley-InterScience Journals, Business Source Complete, Business Source Premier and others.

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If a book or journal is not available in the library, faculty can make a request to the Computer Engineering subject specialist to order or obtain a subscription for the item. Periodically the library also sends out a request to faculty to make recommendations on the technical collection. If a book or article cannot be found in the PVAMU library resources, it can also be borrowed from another library by requesting an Interlibrary Loan. The library has a new electronic system which makes requesting interlibrary loans quicker and faster. ILLIAD is the library’s new interlibrary system. Everyone has their own space to manage requests and documents. Process of faculty, staff, and students requesting for book orders and subscriptions PVAMU faculty and staff can also obtain a Texshare or HARLIC card which gives them the ability to check out library material at other participating Houston area libraries including: Houston Public Library Rice University, Texas A&M University Texas Medical Center Libraries, Texas Southern University The University of Houston, The University of Texas Medical Branch at Galveston. TexShare is a cooperative program designed to improve library service to Texans. TexShare focuses on the efficient sharing of library holdings, with an emphasis on electronic information resources and traditional collections of books and journals. The HARLIC card is a service of the Houston area Research Library Consortium. Electronic resources The library has an E-Journal Portal that provides access to more than 500 computer science, engineering, and applied sciences journals. The major e-resources faculty, staff, and students use are IEEE digital library and ACM digital library. The PVAMU subscribes to these two major resources as a unit, therefore all the computers on campus have free access to these two digital libraries.

F. Overall Comments on Facilities The Prairie View A&M University Compliance office performs annual safety audits of each building and random audits of laboratories and research facilities. The audits include offices, classrooms, laboratories, storage and shipping areas, and building utilities (electricity, water, sewer, heat/ac, elevators, fire, etc.). The Electrical and Computer Engineering Department must maintain records of maintenance and calibration of equipment owned by and used by the program. This includes office equipment (copiers, fax machines, scanners, and printers) and laboratory equipment. The Computer Engineering Program laboratory technician is responsible for maintaining this documentation. Deficiencies found with respect to the building and utilities are the responsibility of the Office of Physical Plant; deficiencies found with respect to program equipment are the responsibility of the program. All deficiencies must be addressed and safety audits are re-scheduled.

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CRITERION 8. INSTITUTIONAL SUPPORT

A. Leadership The Computer Engineering Program is led by the Department Head, who is a 12-month appointment and assigned duties by the Dean. The Department Head is responsible for

• administering department budget • creating teaching schedule for each of the academic terms • approving all proposals for curricular changes • leading all department meetings • supervising and evaluating faculty and staff annual performance • serving as the bridge between faculty and Dean

Dr. Pamela Obiomon was appointed as the Interim Department Head on September 1, 2013. The College of Engineering has formed a Search Committee and is currently searching for a permanent Computer Engineering Department Head. The position is expected to be filled by August 2016. The Department appointed Dr. Warsami Ali as the Computer Engineering Undergraduate Coordinator, and Dr. Richard Wilkins as the Graduate Program Coordinator. These two faculty members receive one-course teaching load release to assist the Department Head in managing the degree programs. The Head of the Department of Electrical and Computer Engineering encourages the faculty members to submit grant proposals and to participate in scholarly activities. She is very supportive of faculty suggestions to improve academic standards and the classroom environment within the department.

Figure 8-1: Electrical and Computer Engineering Department’s Organizational Structure The Dean of the College of Engineering is very supportive of the Department Head and, especially, of the effort to improve academics and the department’s accreditation status. The Provost and her staff have been

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very supportive of the College and Department and, especially, of the department’s curriculum changes and new program proposals. Adequacy of Budget The budget is adequate for running the programs in the Electrical and Computer Engineering Department. Support of Facilities and Equipment The Electrical and Computer Engineering Department has several funds to acquire, maintain and operate equipment. The funds include:

(i) State of Texas Funds (ii) College of Engineering Undergraduate Enhancement for Electrical and Computer

Engineering Funds (iii) Engineering Equipment Fee- Electrical and Computer Engineering Funds (iv) Grants, and (v) Donations from Companies and Individuals

Adequacy of Support Personnel and Institutional Services The Electrical and Computer Engineering Department has two administrative assistants, and one technician, who are full-time employees of Prairie View A&M University. In addition, during the fall and spring semesters, we have additional student workers who support the administrative assistants and the technician in their work. There are additional services in the University that support the program. These include:

(i) Coleman Library Acquire and maintain reference materials and computer resources (the library has several databases for students)

(ii) Registrar’s Office Performs final audits for graduating students; maintains students’ records.

(iii) Financial Aid Services Provides scholarships grants and other financial aid packages to our students

(iv) Fiscal Offices Responsible for the budgetary issues, account related matters.

B. Program Budget and Financial Support Yearly, the Senior Vice President of Business Affairs will provide the budget allocation to the Department of Electrical and Computer Engineering. If there are merit increases, the Department will be requested to submit the names of faculty and the merit increases. The submission is reviewed by the Dean of the College of Engineering and the Provost and Vice President for Academic Affairs. The Provost, in consultation with the Dean of the College of Engineering, will recommend additional merit increases to faculty in the Electrical and Computer Engineering Department. Table 8-1 shows the total operating budgets for the Electrical and Computer Engineering Department for the past four years.

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Table 8-1: Institutional Support

Year Acct. 212225 Acct. 112225 Acct 17000/172225 Total

2015-2016 $26,359.00 $662,929.00 $888,452.00 $1,577,740.00

2014-2015 $26,703.00 $666,588.00 $853,006.00 $1,546,297.00

2013- 2014 $26,220.57 $662,927.17 $855,137.00 $1,544,284.74

2012- 2013 $22,548.21 $672,726.00 $843,929.80 $1,539,204.01

Sources of Financial Support The sources of financial support are:

(i) State of Texas E&G Funds; funds are provided for faculty salaries.

(ii) State of Texas “OCR” office of Equal Rights funds provided to the Electrical and Computer Engineering Department for support of the MS and PhD programs in Computer Engineering.

(iii) ADI (Academic Development Initiative) Funds; The funds came from the State of Texas for the support of the M.S. & Ph.D. programs in Computer Engineering.

(iv) College of Engineering Undergraduate Enhancement for Electrical and Computer Engineering Funds; student fee revenue.

(v) Engineering Equipment Fee- Electrical and Computer Engineering; student fee revenue

(vi) Grants

(a) The Department obtained a MRI grant in the amount of $ 394,222.00 from the National Science Foundation to purchase equipment for High Performance Computing.

(b) The Department received a grant in the amount of $ 399,834.00 to Enrich Computing in the Curriculum from the National Science Foundation.

(c) The Department received a grant in the amount of $ 33,356.00 to Transform the Undergraduate Digital Learning from the Texas A&M Engineering Experiment Station.

(d) The Department received grants in the amounts of $150,742.00 and $ 75,880.00 to review Hands-On Learning.

(e) The Department received a grant for $8,312.40 from Northrop Grumman to support senior design projects. The Department also received grants from Air Force to support senior design projects.

(f) The Department received a grant in the amount of $3,000.00 for hands on learning using analog devices.

(g) The Department received approximately a grant in the amount of $1,275,000.00 to develop graduate students and purchase equipment for labs from the Department of Energy.

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C. Faculty Hiring and Retention Faculty Team Changes & Retention The following faculty changes were made: Summer 2012: Dr. F. Nkansah resigned. Fall 2013: Dr. Xang Li was hired as a tenure-track Assistant Professor. Spring 2014: Dr. Olasupo’s contract ended as a tenure-track Associate Fall 2014: Dr. Vaman, endowed Professor retired. Fall 2014: Dr. Foreman was hired as an Adjunct Professor. Summer 2016: A tenure-track Assistant Professor position advertised to be filled this summer The faculty in the Department is relatively stable. Since the previous ABET visit, one new faculty member was hired to fill a vacant position and the department is in the process of hiring a new faculty member. The university and the department strive to provide competitive faculty/staff salary, create a friendly working environment, and support faculty/staff professional development support, etc. to retain the talented faculty/staff. New Hiring Currently the Department is in the process of hiring a new tenure-track Assistant Professor. The position is posted and is expected to be filled by the end of summer 2016. The Department strictly follows the faculty hiring procedures and policy of the University Human Resource Office. Details of the hiring process can be found at the URL: http://www.pvamu.edu/saia/equal-opportunity/hiring-process/hiring-process-administration-staff/

D. Support of Faculty Professional Development The Department supports professional development of faculty. Faculty members are encouraged to develop professionally. Funds for professional development come from:

(i) State of Texas Funds (ii) Donations from Industry (iii) Indirect cost funds of the ECE Department (iv) Indirect Cost funds of Individual Faculty members (v) Funds from College of Engineering Office (vi) Funds from grants

For the past five years, all faculty members who had conference papers accepted obtained the necessary funds to present their papers.

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PROGRAM CRITERIA – B.S. IN COMPUTER ENGINEERING Breadth and Depth The computer engineering curriculum provides breadth through a combination of its required engineering courses. Breadth in engineering is provided by the following courses:

• MCEG 2013 Thermodynamics I • CVEG 2454 Statics and Dynamics • CHEG 2003 Econ Analy Tech App.

The areas of concentration in the Computer Engineering department are:

• Communication & Signal Processing • Computer Hardware and Software • Microelectronics • Embedded Systems • Computer Networks

Breadth in the computer engineering curriculum is provided by the following required courses:

• Signals and Systems (ELEG 3023) • Microprocessor System Design (ELEG 3073) • Logic Circuits (ELEG 3063) • Computer Architecture and Organization (ELEG 4393) • Embedded Systems Design (ELEG 4253) • Digital Design (ELEG 4304) • Computer Networks (ELEG 4333)

The computer engineering curriculum has been designed to allow each student to have depth of coverage in the following areas:

• Network Theory (ELEG 2023, ELEG 2011, ELEG 3013) • Electronics (ELEG 3033, ELEG 3043) • Digital Systems ( ELEG 3063, ELEG 3021, ELEG 4303) • Computer Science (COMP 1211, COMP 1213, COMP 1221, COMP 1223, COMP 2013) • Computer Networks and Organization (ELEG 4333, ELEG 4393)

In addition to the above courses, computer engineering students are required to take one three hour technical electives to build depth in any of the areas below:

• Communications and Signal Processing • Computer Hardware • VLSI Design • Computer Science

Table 9-1 summarizes the courses that are used to satisfy the program criteria.

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Knowledge of Advanced Mathematics and Science Computer engineering curriculum requires two courses (8 credit hours) sequence in physics (PHYS 2513, PHYS 2511, PHYS 2523 and PHYS 2521) and five chemistry credits (CHEM 1034 and CHEM 1021). Two semesters of calculus (MATH 1024 and MATH 2024) and one semester of differential equations (MATH 2043) are required. In addition, students are required to successfully complete Probability & Statistics (MATH 3023) and Discrete Math (MATH 2053). The latter course covers topics in computational mathematics. Table 9-2 shows courses in which the knowledge of advanced mathematics and science are acquired and used in the curriculum.

Table 9-1: Subjects Required by the Computer Engineering Program Criteria

SUBJECTS COURSES TAUGHT OR APPLIED Probability and Statistics MATH 3023 Probability and Statistics

ELEG 2011 Circuits Laboratory ELEG 3033 Physical Electronics

Knowledge of Mathematics MATH 1124 Calculus I MATH 2024 Calculus II MATH 2043 Differential Equations MATH 3023 Probability and Statistics MATH 2053 Discrete Math

Basic Sciences CHEM 1034 Chemistry for Engineers CHEM 1021 Inorganic Chemistry Lab II PHYS 2513 University Physic I PHYS 2511 University Physic Lab I PHYS 2523 University Physic II PHYS 2521 University Physic Lab II

Software COMP 1211 Computer Science Lab I COMP 1213 Computer Science I COMP 1221 Computer Science Lab II COMP 1223 Computer Science II COMP 2013 Data Structure

Hardware ELEG 3063 Logic Circuits ELEG 4303 Digital Design ELEG 4253 Embedded Systems ELEG 4073 Microprocessor Design ELEG 4333 Computer Networks

Engineering Science ELEG 2023 Network Theory I ELEG 3011 Circuits Laboratory MCEG 2013 Thermodynamics I CVEG 2454 Statics and Dynamics ELEG 3013 Network Theory II ELEG 3033 Physical Electronics ELEG 3021 Logic Circuits Laboratory ELEG 3063 Logic Circuits ELEG 3023 Signals and Systems ELEG 3043 Electronics I ELEG 4303 Digital Design ELEG 4472 Senior Design and

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SUBJECTS COURSES TAUGHT OR APPLIED Professionalism I ELEG 4482 Senior Design and Professionalism II Computer Engineering Technical Electives (3 SCH)

Table 9-2: Acquisition and Application of the Knowledge of Advanced Mathematics and Science

TOPICS COURSES TAUGHT OR APPLIED Differential Equations MATH 2043 Differential Equations

ELEG 2023 Network Theory I ELEG 3013 Network Theory II

Linear Algebra ELEG 2023 Network Theory I ELEG 3013 Network Theory II

Complex Variables ELEG 3013 Network Theory II ELEG 3023 Signals and Systems

Discrete Mathematics ELEG 3023 Signals and Systems ELEG 3063 Logic Circuits MATH 2053 Discrete Math

Computer Experience Beginning at the freshman year, students are taught how to program in C in COMP1211 (Computer Science Lab I), COMP 1213 (Computer Science I), COMP 1221 (Computer Science Lab II), and COMP 1223 Computer Science II. Along with learning C programming language, the student is taught the use of software packages for solving engineering problems In ELEG 2011 (Electrical Circuits Lab), NI LabView and Elvis are introduced to students. In ELEG 3013 (Network Theory II), ELEG 3043 (Electronics I), and ELEG 4263 (VLSI Circuit Design), the students are required to use PSPICE or MULTISIM to solve circuit analysis problems. In ELEG 3033 (Physical Principles of Semiconductor Devices), a PC based simulation program (ICLAB) is used by students to design the process steps in the fabrication of a MOS devices. Students generate programs to select doping density and gate oxide thickness for a specific threshold voltage. In ELEG 3023 (Signals and Systems), and ELEG 4053 (Digital Signal Processing), MATLAB is introduced to students. In addition, MATLAB exercises are given to allow students to visualize concepts introduced in the courses. In ELEG 3071(Microprocessor Systems Design Lab), DEBUG and MASM are used to edit and run Assembly Language programs. In ELEG 3063 (Logic Circuits Laboratory), the students use MultiSim software package to design digital circuits and to simulate them. In ELEG 3043 (Electronics I), the students use PSPICE or MultiSim to solve electronic problems.

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In ELEG 4303 (Digital Design), students use Verilog to implement and simulate simple designs. In ELEG4393 (Computer Architecture and Organization), PCSPIM is introduced to simulate the performance of RISC computer architecture. In ELEG 4253 (Embedded Systems Design), Freescale Code Warrior is introduced to simulate the performance of the system. Students doing senior projects in ELEG 4472 and ELEG 4482 make extensive use of computers in doing their design projects, writing their research papers and presenting graphical displays. Laboratory Experience Students begin their laboratory experience in their first semester at Prairie View A&M University. They take Computer Science Lab I (COMP 1211) and Computer Science Lab II (COMP 1221) in their first and second semester respectively. They also take Engineering Application lab II for Math (GNEG 1211) as a co-requisite for Calculus I. Introduction to Electrical and Computer Engineering Lab (ELEG 1021) is in first semester, and General Physics Lab I (PHYS 2511) is suggested in the second semester. Engineering Application Lab III for Math (GNEG 2021) is used as a co-requisite for Calculus II. During the sophomore year, students take one chemistry lab (CHEM 1021), General Physics Lab II (PHYS 2521), and Electrical Circuits Lab (ELEG 2011). In the junior year, students will continue laboratory experience by taking Logic Circuits Laboratory (ELEG 3021), and Microprocessor System Design Lab (ELEG 3071). Laboratory practice reinforces the lecture courses and allows the student to handle physical devices and monitor the interconnection and characteristics of those devices. The laboratory courses consist of a number of well-defined experiments that represent important engineering or scientific principles. Students are introduced to the operation of basic as well as sophisticated equipment. All laboratories have experimentation manuals or textbooks that contain all experiments required for the semester. Students are divided into groups of two to four students per laboratory station. In performing experiments, the students will select diodes, transistors, resistors, capacitors, and inductors. The values of the passive elements will vary plus or minus from a nominal values. This leads to each group having to design and implement circuits that will be unique in measured or output results. Safety procedures are taught in all levels of laboratory courses. At the beginning of each semester, the first laboratory class is dedicated to informing the students of laboratory procedures and safety precautions to be taken in the laboratory. Students are oriented on the equipment that will be used and cautioned on the powering of the equipment. The laboratory instructor monitors and evaluates the student’s experimental procedures to assure that all safety requirements are satisfied. Engineering Design Experience Beginning with the junior year, the students begin computer engineering technical design in the courses Network Theory II, Logic Circuits and Electronics. These courses take the engineering fundamentals learned in the freshman and sophomore years and apply them to actual design problems. In addition, in several courses (ELEG 3023, ELEG 3033, ELEG 3043, and ELEG 3073) design oriented open-ended problems are assigned. The senior year has the heaviest concentration of design in six courses. The digital design course (ELEG 4303) is a dedicated design course in which the student continues the design of digital circuits started in the junior level logic circuits course. Students are required to complete three or four design projects and a final

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design of a simple computer. Embedded Systems Design (ELEG 4253) also requires students to complete design projects. There are two courses, ELEG 4472 and ELEG 4482, which form a capstone design sequence, in which the student must take a design project from the conceptual stage to a finished product or demonstrable model. The senior project must be formally written and a presentation given prior to graduation. Each project is under the direction of a faculty advisor, and final presentations are evaluated and scored by the faculty and invited guests. Throughout the design process the student must consider economic and safety factors related to their design. To reinforce and give a clear understanding of these factors the student will take a course on Economic Analysis Technology Application (CHEG 2003) during their sophomore year. Applications of Probability and Statistics Probability and Statistics are applied throughout the computer engineering curriculum. The list below shows some of the courses that apply probability and statistics to engineering problems: ELEG 2011 (Electrical Circuits Laboratory) Students do a laboratory experiment that employs statistics applicable to electric circuits and Ohm’s Law. Students obtain statistical parameters from experimental data. In addition, students obtain correlation between two variables. ELEG 3033 (Physical Electronics) Probabilistic concepts are used in the derivation of energy band equations for extrinsic and intrinsic semiconductors. In addition, probability is used to derive equation for the current flowing through a PN junction. Furthermore, probability and statistics are used to explain the density of states concepts. ELEG 4333 (Computer Networks) ELEG 4333 covers queuing theory which involves the use of probability. It presents several queuing models such as M/M/l and M/D/l queues. Among other things, it finds average delay, average number of customers in a queue, the probability that the server is busy, and the blocking probability. ELEG 4472 (Senior Design I) and ELEG 4482 (Senior Design II). The data obtained by our students while performing their capstone designs are analyzed and interpreted using statistical methods.

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APPENDIX A – Course Syllabi DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 1011 – INTRODUCTION TO ENGINEERING, COMPUTER SCIENCE AND TECHNOLOGY Course Number and Name: ELEG 1011 – Introduction to Engineering, Computer Science and Technology Credits: 1 semester hour, 1 contact hour (1-0) Course Coordinator: Dr. Kelvin Kirby 4. Textbook: Studying Engineering – A Road Map to a Rewarding Career, Fourth Edition, Raymond B. Landis, Discovery Press, ISBN-978-0-9793487-4-7, ISBN 9780979348747. Specific course information: a. Course Description: Introduction to basic engineering, computer science and technology concepts. Students will become aware of the various disciplines of engineering, computer science and technology, ethical and professional responsibilities in these fields, creativity and design. b. Co-requisite: ELEG 1021 or equivalent course determined by department. Specific goals for the course: This course focuses on familiarizing incoming Roy G. Perry College of Engineering students to engineering as a discipline in general. This course will develop the student’s knowledge base to prepare them for studying engineering and becoming successful engineers, computer scientists or technologists in their chosen professions. b. The following ABET Outcomes will be assessed: (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively Brief list of topics to be covered: - Structure of Roy G. Perry College of Engineering and Engineering Departments - The Engineering Profession – The Engineering Departments Presented - Chapter 1: Keys to Success in Engineering Study - Chapter 2: The Engineering Profession - Chapter 3: Understanding the Teaching / Learning Process - Chapter 4: Making the Most of How You are Taught - Chapter 5: Making the Learning Process Work for You (Communicating Effectively) - Chapter 6: Personal Growth and Student Development - Handout: Engineering Ethics – Definitions, Codes and Cases - Handout: NSPE Code of Ethics 8. Additional Information Data Used in Assessing Outcomes in Course Class Tests /Exams

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b. Homework assignments c. Design Project Report d. End of Semester Student Survey Data Used to Show Student Proficiency in Outcomes Samples of student work in a Binder Grade sheet showing student performance and class average in outcomes c. End of Semester Course Assessment Report Prepared by: Dr. Kelvin Kirby Date: January 21, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 1021 – INTRODUCTION TO ELECTRICAL AND COMPUTER ENGINEERING LAB 1. Course Number & Name: ELEG 1021 Intro. to Electrical and Computer Engineering Lab. 2. Credits & Contact Hours: 1 credit hours, 2 contact hours 3. Instructor: Dr. John Attia 4. Textbook: Robert Bowman, “Electrical Engineering Practicum: Exploring the World of Electronics”, Online textbook obtained at http://www.trunity.net/ELEG1021 5. Specific Course Information a. 2015-2016 Catalog Description: ELEG 1021. Introduction to Electrical and Computer Engineering Lab. (0-2) Credit 1 semester hours. An introduction to the practice of electrical and computer engineering including identifying electronic components, operating electronic test and measurement instruments. Laboratory exercises include signal generators, passive components, and electronic circuits involving diodes, operational amplifiers and sensors. b. Prerequisites or Co-requisites Prerequisites: None; Co-requisite: ELEG 1011 c. Course Designation: Required Course 6. Specific Goals for the Course: a. Specific Outcomes of Instruction The students will be able to: (i) to use the Personal Test Lab instruments; (ii) to understand power supplies and electrical power; (iii) to recognize and generate different types of dc and time varying waveforms; (iv) to understand of resistors and Ohm’s Law; (v) to understand simple diode properties including rectification; (vi) to understand time constants and capacitor circuit elements; (vii) to understand resonance and inductor circuit elements; (viii) to build basic electronic circuits and experiments on them (ix) to write laboratory reports (x) to understand professional and ethical responsibility. b. Criterion 3 Outcomes Addressed by Course Student outcomes addressed in the course are: (3d) the ability to function in multidisciplinary teams; (3f) the ability to understand professional and ethical responsibility; and (3k) the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 7. Brief Lists of Topics Covered in the Course Introduction to Lab Instruments, Procedures, Personal Test Lab Power Supplies and Electrical Power and Signal Generators and Waveforms Resistors and Ohm's Law and Diodes and Rectification Capacitors and Time Constants and Inductors and Resonance Thermal Sensors and Temperature and Accelerometers and Tilt Sensing Microphones and Sound Sensing Radio Frequencies and Amplitude Modulation Amplifiers and Sound Amplification

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Prepared by: Dr. John O. Attia Date: December 16, 2015

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 2011- ELECTRIC CIRCUITS LABORATORY Course Number & Name: ELEG 2011 Electrical Circuits Laboratory Credit & Contact Hours: 1 credit, 2.83 contact hours(2 hours, 50 minutes) Instructor: Dr. Justin Foreman Textbook: C.K. Alexander and M.N.O. Sadiku, “Fundamental of Electric Circuits,” 5th Edition, McGraw Hill References: Textbook, handouts and electric circuit books in the library. Specific Course Information a. 2015-2016 Catalog Description: ELEG 2011. Operation of basic laboratory-type test and measurement equipment. Experimentation in basic current-voltage relations, circuit laws and network analysis of linear DC and AC circuits. Use of oscilloscope in circuit analysis. RL, RC, RLC, resonance, Op-Amp circuits, and transient circuit experiments, Statistical analysis of elements of Electrical Circuits. b. Prerequisites or Co-requisites Pre-requisites: PHYS 2521, ELEG 1011, ELEG 1021, ENGL 1143, ELEG 2023. Specific Goals for the Course: a. Specific Outcomes of Instruction: The student will be able to: build R, RC and RLC circuits use the basic electrical instruments analyze the data gathered from the experiments Verify important voltage-current relations like Kirchhoff's and Ohm's laws. use Multisim Workbench for simulation purposes Use Analog Discovery. b. ABET Outcome Accessed by Course [b]: The ability to design and conduct experiments as well as to analyze and interpret data [d]: The ability to function on multidisciplinary teams [g]: The ability to communicate effectively [l]: Applications of probability and statistics in the EE/CPE programs List of Topics Covered in the Course Resistor Color Code & Multimeter Measurements on DC Resistive Circuits Statistical Applications Construction of Electrical Circuits and Measuring Series and Parallel Circuits Kirchhoff's Laws Thevenin and Norton’s Theorem Nodal and Mesh Analysis & Multisim Tutorial Operational amplifiers Introduction to Capacitors and Inductors RC/RL Circuit and Oscilloscope Final Project

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Prepared by: Dr. Justin Foreman Date: 6/21/16.

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 2023 NETWORK THEORY I Course Number & Name: ELEG 2023 Network Theory I Credit & Contact Hours: 3 credit hours, 2.67 contact hours(2 hours, 40 minutes) Instructor: Dr. Justin Foreman Textbook: C.K. Alexander and M.N.O. Sadiku, “Fundamental of Electric Circuits,” 5th Edition McGraw Hill Specific Course Information 2015-2016 Catalog Description: ELEG 2023 . Study of basic circuit laws and theorems. Study of basic circuit analysis techniques, use of controlled sources, and transient and sinusoidal circuit analysis. Prerequisites or Co-requisites Prerequisites: PHYS 2523, MATH 2043, GNEG 1121, GNEG 2021. Specific Goals for the Course: Specific Outcomes of Instruction: The student will be able to: understand and apply Ohm’s law and Kirchhoff’s laws in resistive networks. Understand and apply mesh and nodal analysis methods in networks Understand and apply Thevenin and Norton theorems in network simplification via source transformation techniques Characterize the behavior of resistors, capacitors, and inductors Solve electrical engineering circuit problems Understand and apply RL, RC and RLC transient network analysis Use PSPICE or MATLAB to solve electric circuit problems ABET Outcome Accessed by Course [a]: the ability to apply the knowledge of mathematics, science and engineering [e]: the ability to identify, formulate and solve engineering problems [k]: the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Brief List of Topics Covered in the Course Basic Electrical Concepts Basic Circuit Laws Methods of Analysis Circuit Theorems Operational Amplifiers First-Order Circuits Second-Order Circuits Prepared by: Dr. Justin Foreman Date: 6/21/16

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3013 – NETWORK THEORY II 1. Course Number & Name: ELEG 3013 Network Theory II 2. Credits & Contact Hours: 3 credit hours, 3 contact hours 3. Instructor Dr. John Attia 4. Textbook: C.K. Alexander and M.N.O. Sadiku, “Fundamental of Electric Circuits,” 5th Edition, McGraw Hill, 2015 5. Specific Course Information (a) 2014-2015 Catalog Description: ELEG 3013. Network Theory II. (3-0) Credit 3 semester hours. Continuation of transient and sinusoidal analysis. Study of average and RMS power, poly-phase circuits, complex frequency, frequency response, and magnetic circuits. (b) Prerequisites or Co-requisites Prerequisites: ELEG 2023 and MATH 2043 (c) Course Designation: Required Course 6. Specific Goals for the Course: (a) Specific Outcomes of Instruction The students will be: (i) able to analyze electric circuits in the frequency domain. (ii) conversant with different types of filters and their characteristics. (iii) able to analyze three phase circuits (iv) able to understand the operational characteristics of transformers and two port networks. (v) able to design, construct, test electric circuit that satisfies multiple constraints. (vi) able to use PSPICE or MATLAB to solve electric circuit problems. (b) Criterion 3 Outcomes Addressed by Course Student outcomes addressed in the course are: (a )the ability to apply the knowledge of mathematics, science and engineering, (c) the ability to design a system to meet desired needs, and (k) the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 7. Brief Lists of Topics Covered in the Course Sinusoids and Phasor AC Steady State Analysis AC Steady State Power Three-Phase Circuits Frequency Response Magnetically-coupled Circuits Fourier Series Two-port Networks Prepared by: Dr. John O. Attia Date: December 16, 2015

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3021 LOGIC CIRCUITS LABORATORY Course Number & Name: ELEG 3021 Logic Circuits Laboratory Credit & Contact Hours: 1 credit, 2.83 contact hours(2 hours, 50 minutes) Instructor: Dr. Justin Foreman Textbook: Mano&Ciletti, Digital Design, 5th Edition Prentice Hall Specific Course Information 2015-2016 Catalog Description: ELEG 3021 . Experimentation in combinational and sequential logic circuitry. Design of counters, adders, digital display circuitry, shift registers, and control logic. Prerequisites or Co-requisites Pre-requisites: ELEG 3063 Specific Goals for the Course: Specific Outcomes of Instruction: The student will be able to: Understand the operation and function of basic logic components Use the logic components in logic circuit design Understand the detail of steps of the design process including problem formulation, logi optimization, technology mapping to NAND and NOR gates, and verification Design, simulate and test a sequential logic circuit and analyze and interpret the results, and present ina technical report format ABET Outcome Accessed by Course b: The ability to design and conduct experiments as well as to analyze and interpret data d: The ability to function on multidisciplinary teams g: The ability to communicate effectively List of Topics Covered in the Course Number Systems and Number System Conversions Boolean Algebra Karnaugh Map (K-map) Construction Sum of Products Expression Product of Sum Expressions Don’t’ Care Conditions Exclusive-OR Gates Parity Generation and Checking Truth Tables Combinational Logic Circuit construction, simplification, and simulation Encoders, Decoders Field Programmable Gate Array Devices Multiplexers/Demultiplexers Binary Adders Sequential Circuits Prepared by: Dr. Justin Foreman Date: 6/21/16

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3023 - SIGNALS AND SYSTEMS Course Number and Name: ELEG 3023, Signals and Systems Credits and Contact Hours: 3-credit, 6-contact hours Instructor: Dr. Matthew N. O. Sadiku Textbook: M. N. O. Sadiku and W. H. Ali, “Signals and Systems: A Primer with MATLAB,” CRC Press, Boca Raton,FL, 2016. ISBN: 978-1-4822-6151-6 Supplemental Material: E. Kamen and B. Heck, “Fundamentals of Signals and Systems Using the Web and MATLAB”, 3rd edition, 2007. Hwei P. Hsu, “Signals and Systems: Schaum’s Outline,” McGraw-Hill, 1995. Specific Course Information: Basic discrete and continuous time signals, properties of systems, linear time invariant systems, Fourier Analysis, z-transform, Laplace transform. Specific Goals for the Course: This course prepares students for upper level courses such as Controls and Communications. Areas covered include convolution, Laplace transform, Fourier series, Fourier transform and z-transform. Brief List of Topics Covered in the Course: Introduction to linear systems Convolution Laplace transform Fourier series Fourier transform Discrete Fourier transform Z-transform Additional information 4 out of 6 quizzes 40% Project 10% Midterm Exam 25% Final Exam 25% Total 100% Prepared by: Dr. Matthew N. O. Sadiku, Date: June 15, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3033 PHYSICAL PRINCIPLES OF SOLID STATE DEVICES Course number and name: ELEG 3033, Physical Principles of Solid State Devices Credits and contact hours: 3 credit hours, 5 contact hours Instructor’s or course coordinator’s name: Dr. Richard Wilkins, Professor, Department of Electrical and Computer Engineering. Text book: Solid State Electronic Devices, 6th Edition by Ben G. Streetman and S. Banerjee, Prentice Hall, 2005. other supplemental materials: Handouts on atomic order, silicon crystal structure, photoelectric effect, and Moore’s law. Specific course information brief description of the content of the course (catalog description): Crystal structure, introduction to quantum concepts and discrete energy levels; atomic bonding, soli-state band theory, Fermi-Dirac statistics, charge carrier transport, and introduction to semiconductor device physics and operation. prerequisites or co-requisites: PHYS 2523, PHYS 2511, PHYS 2521, GNEG 2021, CHEM 1034, CHEM 1021 and MATH 2043. Required course. Specific goals for the course specific outcomes of instruction: Student should obtain a basic understanding of concepts in semiconductor physics and chemistry, including relevant quantum and statistical concepts. This means: Students should be able to apply these concepts to describe semiconductor physics phenomena and how these phenomena are related to device operations. The student should also be familiar with some of the current scientific issues and limitations relevant to device operation and fabrication. The students will learn about resources that will enable them to maintain a growing knowledge of developments in nano-science and technology. explicitly indicate which of the student outcomes listed in Criterion 3 (a-k) or any other outcomes are addressed by the course: (a) an ability to apply knowledge of mathematics, science and engineering. (i) a recognition of the need for and ability to engage in life-long learning. (j) a knowledge of contemporary issues.” Brief list of topics to be covered: Introduction to Semiconductors and Crystals: Overview of the semester; orientation introduction to microelectronics; introduction to various solid types; general discussion of semiconductor materials; crystal properties, introduction to device fabrication and scaling. Microscopic concepts: Concept of physical modeling of systems, simple models of atoms and molecules, quantum concepts, energy levels. Electron Energy Bands: Atomic bonding, energy bands, comparing metals, semiconductors and insulators; direct vs. indirect gap semiconductors.

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Charge Carriers & Carrier Concentrations: Electrons and holes, effective mass, intrinsic and extrinsic materials, doping, the Fermi level, the Fermi distribution, carrier concentrations in equilibrium, conductivity and mobility, drift current, temperature effects. Excess Carriers in Semiconductors: Optical properties, carrier lifetimes, diffusion current, diffusion lengths. Basic Devices & Nanotechnology: Basic operation of the MOS transistor. Physical limitations to device scaling. Introduction to nanotechnology. Some notes and handouts will be included on these topics. Prepared by: Dr. Richard Wilkins Date: June 15, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3041 MICROELECTRONIC PROCESSING AND CHARACTERIZATION LAB Course Number & Name: ELEG 3041 Microelectronic processing and Characterization Credits and Contact Hours: 1-Credit Hour, 3 -Contact Hours Instructor or Coordinator: Ramesh C. Dwivedi Textbook: None Supplemental Material: i) Laboratory Handouts ii) Sorab K. Ghandhi, VLSI Fabrication Principles: Silicon and Gallium Arsenide, John Wiley & Sons New York 1994 (ISBN 471-580058) iii) Stanly A. Wolf and Richard N. Tauber, Silicon Processing for VLSI Era Volume I-Process Technology, Lattice Press, 1999 ISBN 0-961-672161) iv) Peter Van Zant, Microchip Fabrication: McGraw-Hill, 2004 (ISBN 0-07-143241-8) Specific Course Information 2013-14 Catalog Description (0-2) Credit 1 semester hour. Basic Processes of microelectronic fabrication: doping, oxidation, Photolithography, etching, metallization and clean room practices. Basic materials and device characterization Pre/Co-requisite: ELEG 3033, Physical Electronics Course Designation: Elective Specific Goals for Course Specific outcomes of Instruction The student will be able to: i) understand wafer processing, role of acids, alkali and solvents in wafer processing, understand Material Safety Data Sheets, laboratory safety procedures and clean room attire ii) use simulation software to implement Photolithography, Mask Design, Chemical Etch, Diffusion, Metallization to design simple semiconductors structures like a p-n diode and MOS capacitor. The software used is ICLAB iii) use 4-point probe to measure resistivity of wafer material and perform doping calculations iv) use laboratory equipment to perform I-V (current-voltage) characterization of off-the-shelf devices: diodes, MOSFETS using HP 4145B Parametric Semiconductor Analyzer and ICS (Interactive Characterization Software) v) understand MOS structure under accumulation, depletion and inversion bias vi) analyze and interpret data from device characterization Brief list of topics covered in the course Introduction to microelectronic processing and characterization. Wafer Processing: Wafer Identification, Wafer RCA Cleaning, Piranha Cleaning,MSDS, Silicon Run Video

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Introduction to ICLAB Simulation Software. Photolithography Processes; Mask Design, Photoresist Spin and Coat, Bake, Exposure, Etch Simulated Fabrication of p-n Diode using ICLAB simulation software Simulated Fabrication of MOS Capacitor. Oxide Capacitance Calculation, use ICLAB software Dry and Wet Oxidation Growth. Time and Temperature effects on Oxide Growth. Wafer Resistivity and Doping Characterization Using 4-point Probe. Introduction to Automatic Test Equipment (ATE) HP 4145B, SMUs, DUT Diode and MOSFET Characterization Using ATE, Troubleshooting 8. Data Used in Evaluation Class tests/Exams; Quizzes; Post lab Assignments; Lab work and Reports Prepared by: Mr. Ramesh C. Dwivedi Date: May 1, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3043 – ELECTRONICS I 1. Course Number & Name: ELEG 3043 Electronics I 2. Credits & Contact Hours: 3 credit hours, 3 contact hours 3. Instructor Dr. John Attia 4. Textbook: A.S. Sedra and K.C. Smith, “Microelectronics Circuits,” 6th Edition, Oxford University, Press2010 5. Specific Course Information a. 2014-2015 Catalog Description: ELEG 3043. Electronics I. (3-0) Credit 3 semester hours. Operational amplifiers. Diodes and nonlinear circuits. Field effect transistors. Analysis and design of linear amplifiers. Biasing, small and large signal behavior. Operation of bipolar junction transistors. b. Prerequisites or Co-requisites Prerequisites: ELEG 3013; Co-requisite: ELEG 3033 c. Course Designation: Required Course 6. Specific Goals for the Course: a. Specific Outcomes of Instruction The students will be: (i) able to understand the characteristics of operational amplifiers and be able to design electronic circuits by using operational amplifiers. (ii) able to understand the operational characteristics of diodes, MOSFETS, and BJTs. (iii) conversant with basic electronic circuits such as rectifiers, inverting and non-inverting amplifiers, integrators, differentiators, instrumentation amplifier, clipping and clamping circuits. (iv) able to recognize and analyze various MOSFET and BJT amplifier circuits. (v) able to design, construct, test electronic circuit that satisfies multiple constraints. (vi) able to use PSPICE or MATLAB to solve electronic circuit problems. b. Criterion 3 Outcomes Addressed by Course Student outcomes addressed in the course are: (3a)the ability to apply the knowledge of mathematics, science and engineering, (3c) the ability to design a system to meet desired needs, and (3k) the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 7. Brief Lists of Topics Covered in the Course Introduction to Electronics Operational Amplifiers Diodes MOSFETs Bipolar Junction Transistors Prepared by: Dr. John O. Attia Date: May 1, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3063 LOGIC CIRCUITS Course Number & Name: ELEG 3063 Logic Circuits Credit & Contact Hours: 3 credit hours, contact hours: 2.67 (2 hours, 40 minutes) Instructor: Dr. Justin Foreman Textbook: Mano&Ciletti, Digital Design, 5th Edition Prentice Hall Specific Course Information 2015-2016 Catalog Description: ELEG 3021. Number systems and codes. Boolean algebra and logic minimization methods. Combinational and sequential design using logic gates and flip flops. Computer-aided design tools for digital design, simulation, and testing. Prerequisites: ELEG 2023. Prerequisites or Co-requisites Pre-requisites: ELEG 2023 Specific Goals for the Course: Specific Outcomes of Instruction: The student will be able to: understand the operation and function of basic logic components use the logic components in logic circuit design. understand the detail of steps of the design process including problem formulation, logic optimization, technology mapping to NAND and NOR gates, and verification design, simulate and test a sequential logic circuit and analyze and interpret the results, and present in a technical report format. ABET Outcome Accessed by Course [a]: ability to apply knowledge of mathematics, science, and engineering [c]: ability to design a system, component or process to meet desired needs [f]: understanding of professional and ethical responsibility List of Topics Covered in the Course Number Systems and Number System Conversions Boolean Algebra Karnaugh Map (K-map) Construction Sum of Products Expression Product of Sum Expressions Don’t’ Care Conditions Exclusive-OR Gates Parity Generation and Checking Truth Tables Combinational Logic Circuit construction, simplification, and simulation Encoders, Decoders Field Programmable Gate Array Devices Multiplexers/Demultiplexers Binary Adders Sequential Circuits

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Prepared by: Dr. Justin Foreman Date: 6/21/16

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3071 – MICROPROCESSOR SYSTEMS DESIGN LABORATORY 1. Course Number & Name: ELEG 3071 Microprocessor Systems Design Laboratory 2. Credits & Contact Hours: 1 credit hours, 3 contact hours 3. Instructor: Dr. Suxia Cui 4. Textbook: Lab manuel and Instructor's handouts. 5. Specific Course Information a. 2015-2016 Catalog Description: ELEG 3071. Microprocessor Systems Design Laboratory. (0-3) Credit 1 semester hour. Software and hardware experiments with a microcomputer system. Assembly language and C programming, simple input/output interfacing, and interrupt processing in microcomputer systems. b.Prerequisites or Co-requisites ELEG 3073. c. Course Designation: Required Course 6. Specific Goals for the Course: a. Specific Outcomes of Instruction The students will be able to: (i) use assembly language to make programs; (ii) design hardware and software of a microcomputer system; (iii) acquire knowledge acquire knowledge for PIC microcontroller. b. Criterion 3 Outcomes Addressed by Course Student outcomes addressed in the course are: (d) the ability to function on multidisciplinary teams; (g) the ability to communicate effectively; and (k) the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 7. Brief Lists of Topics Covered in the Course Introduction to trainer and Software Installation Header File and MPLAB Compilation Exercises PIC Microcontroller Assembly Language Programming and MPLAB Simulation PIC Microcontroller Simple I/O PIC Microcontroller Simple I/O and WDT (Watch Dog Timer) Controls I/O Controls with Interrupts Applications I/O Controls with LCD Module Parallel Communications and Table Lookup Matrix Keypad Software Scanning, Debouncing & Decoding Design Intro to Intel Edison Prepared by: Dr. Suxia Cui Date: May 18, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 3073 – MICROPROCESSOR SYSTEMS DESIGN 1. Course Number & Name: ELEG 3073 Microprocessor Systems Design 2. Credits & Contact Hours: 3 credit hours, 3 contact hours 3. Instructor: Dr. Suxia Cui 4. Textbook: Tim Wilmshurst, “Designing Embedded Systems with PIC Microcontrollers, Principles and Applications” Elsevier, 2nd edition. ISBN: 978-1-85617-750-4. 5. Specific Course Information a. 2015-2016 Catalog Description: ELEG 3073. Microprocessor Systems Design. (3-0) Credit 3 semester hours. Introduction to architecture, operation, and application of microprocessors; microprocessor programming; address decoding; system timing; parallel, serial, and analog I/O; interrupts and direct memory access; interfacing to static and dynamic RAM; microcontrollers. Introduction to Microcomputers. b. Prerequisites or Co-requisites ELEG 1043, ELEG 3063 and ELEG 3061. c. Course Designation: Required Course 6. Specific Goals for the Course: a. Specific Outcomes of Instruction The students will be able to: (i) describe the function of the microprocessor and detail its basic operation; (ii) write assembly language instruction to accomplish a specific task; (iii) acquire knowledge for machine language, I/O system and memory. b. Criterion 3 Outcomes Addressed by Course Student outcomes addressed in the course are: (c) the ability to design a system, component or process to meet desired needs; (f) the ability to understand professional and ethical responsibility; and (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. 7. Brief Lists of Topics Covered in the Course Review Number Systems and Logic Gates Microcontroller Technology Introduction PIC Instructions in Assembly Language Programming Register Instruction I/O and Subroutines and Time Delay Routines PIC Microcontroller Simple I/O and WDT (Watch Dog Timer) Controls I/O Controls with Interrupts Applications I/O Controls and LCD Module Parallel Communications and Table Lookup Matrix Keypad Software Scanning: Debouncing & Decoding Design Introduction to High Performance Computing Prepared by: Dr. Suxia Cui Date: May 18, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4021 POWER LABORATORY Course Number & Name: ELEG 4021 Power Laboratory Credits and Contact Hours: 1-Credit Hour, 2.5 -Contact Hours Instructor or Coordinator: Dr. Penrose Cofie Textbook : “Investigations in Electric Power Technology” by Wildi T and Devito M. J. 4th Edition, Buck Engineering Co. NJ – Lab-Volt Ltd 2010 Supplemental Material: “Fundamentals of Electric Circuits” by C.K. Alexander and M.N.O. Sadiku, 5th Edition, McGraw Specific Course Information 2013-14 Catalog Description ELEG 4021 Power Laboratory (1-0) Credit 1 semester hour. Operational Characteristics of DC and AC machines; Power Circuit Analysis. Prerequisite: ELEG 4013 Course Designation: Elective Course Specific Goals for Specific Outcomes of Instruction The student will be able to: Understand and apply Laboratory Practices and Safety. Understand and connect Watt-meters. Understand, connect, and operate Single Phase Transformers Connect the Autotransformer. Understand, connect, and operate the DC Self-excited Generator, DC Series Generator and the DC Compound Generator. Understand, connect, and operate the Squirrel Cage Induction Motor Uunderstand, connect, and operate the Three Phase Alternator. Criterion 3 Outcomes Addressed by Course Student outcomes addressed in course: Student outcomes a, e, i and j are addressed in this lab course Student outcomes assessed in Course : Student outcomes a, e, and j are assessed in this lab course Brief List of Topics Covered in Course Laboratory Practices and Safety The Wattmeter Single Phase Transformer DC Motor drive Part 1 DC Motor Drive Part 2 DC Self-excited Generator DC Series Generator DC Compound Generator Squirrel Cage Induction Motor

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Three Phase Alternator Additional Information Contribution to Professional Component Mathematics 0 Credits Engineering Science 1 Credits General Education Requirements 0 Credits Major design Experience 0 Credits Data Used in Assessing Outcomes in Course Exams Lab Reports End of Semester student Survey Data Used to Show Student Proficiency in Outcomes Samples of student work in a Binder Grade sheet showing student performance and class average in outcomes End of Semester Course Assessment report Prepared by: Dr. Penrose. Cofie Date: May 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4023 POWER SYSTEMS ENGINEERING Course Number & Name: ELEG 4023 Power Systems Engineering Credits and Contact Hours: 3-Credit Hour, 5 -Contact Hours Instructor or Coordinator: Dr. Penrose Cofie Textbook : “Electric Machinery and Power System Fundamentals” by Chapman S. J., 1st edition, McGraw Hill 2002. Supplemental Material: (i) “Power System Analysis and Design”, by Glover and Sarma, 3rd edition, Brooks/Cole Thompson Learning 2002, (ii) “Power System Analysis”, by J. J. Grainger and W. D. Stevenson 1st edition, McGraw-Hill, 2008 Specific Course Information a. Catalog Description ELEG 4023 Power Systems Engineering (3-0). Credit 3 semester hours; Elementary synchronous machines; General considerations of power generation, transmission, distribution and utilization; Survey of load flow, faults, stability, and economic power dispatch. b. Prerequisites ELEG 4013 c.Course Designation: Elective Course 5. Specific Goals for Specific Outcomes of Instruction The student will be able to: Understand the operation of power systems Analyze and design components in power systems Criterion 3 Outcomes Addressed by Course Student outcomes addressed in course: Student outcomes a, e, and j are addressed in this course. Student outcomes assessed in Course : Student outcomes a, e, and j are assessed in this course. 6. Brief List of Topics Covered in Course Introduction, Basic AC Circuit Concepts Synchronous Transformers Transmission Lines Power Flow Solutions Economic Dispatch Power System Faults Protection and Stability Exams and Quizzes Additional Information Contribution to Professional Component Mathematics 0 Credits Engineering Science 3 Credits

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General Education Requirements 0 Credits Major design Experience 0 Credits Data Used in Assessing Outcomes in Course Exams Quizzes and Project End of Semester student Survey Data Used to Show Student Proficiency in Outcomes Samples of student work in a Binder Grade sheet showing student performance and class average in outcomes End of Semester Course Assessment report Prepared by: Dr. Penrose. Cofie Date: May 2016.

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4223 ELECTRONIC AND PHOTONIC MATERIALS AND DEVICES 1. Course number and name: ELEG 4223, Electronic and Photonic Materials and Devices 2. Credits and contact hours: 3 credit hours, 5 contact hours 3. Instructor’s or course coordinator’s name: Dr. Richard Wilkins, Professor, Department of Electrical and Computer Engineering. Text book: None required. Recommended reference: Solid State Electronic Devices, 6th Edition by Ben G. Streetman and S. Banerjee, Prentice Hall, 2005. other supplemental materials: Handouts on review of ELEG 3033, atomic order, silicon crystal structure, photoelectric effect, Schrodinger’s equation, electromagnetic spectrum, bandgap vs. wavelength, bandgap engineering, LED and laser diode, photoconductors, photodiodes, solar cells, reflection & refraction, fiber optics, nanotechnology, display technology. Specific course information brief description of the content of the course (catalog description): Properties of insulators, conductors, semiconductors, electro-optical and magnetic materials. Basic operation of opto-electronic devices and systems. prerequisites or co-requisites: ELEG 3033 Technical elective course. Specific goals for the course specific outcomes of instruction: A student that completes this class with a passing grade should have a basic understanding of the optical properties of semiconductors, optoelectronic devices, photonic applications, and nano-technology as related to nano-electronics and nano-photonics. explicitly indicate which of the student outcomes listed in Criterion 3 (a-k) or any other outcomes are addressed by the course: (a)an ability to apply knowledge of mathematics, science and engineering. (i) a recognition of the need for and ability to engage in life-long learning. (j) a knowledge of contemporary issues.” Brief list of topics to be covered: Basic Concepts: Review of semiconductor concepts: intrinsic and extrinsic materials, carrier concentrations, energy bands, basics of the p-n junction. Classical concepts: Types of solids, electrons in electric and magnetic fields, the electromagnetic spectrum, laws of reflection and refraction. Quantum concepts: photons, electrons as a wave, Schrodinger’s Equation, energy levels, quantum nature of atoms and molecules, solids, electron tunneling. Optical Properties of Semiconductors: Elemental and compound semiconductors, direct and indirect energy gaps, electron-hole pairs, inter-band transitions and deep-level transitions, energy gap and wavelength, dielectric properties of solids. Photonic devices: Photo-detectors, Solar cells, light emitting diodes, laser operating principals, semiconductor laser structure and properties, fiber optics.

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Photonic Applications and Systems: Opto-electronic communications systems. Display systems. Renewable energy and “green” lighting. Nano-technology: Optical, electronic and other properties of carbon nanotubes and applications. optical interactions with nano-scale solids. Applications of nano-technology. Week 15 Prepared by: Dr. Suxia Cui Date: Dec. 18, 2015

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4253 – EMBEDDED SYSTEMS DESIGN 1. Course Number & Name: ELEG 4253 Embedded Systems Design 2. Credits & Contact Hours: 3 credit hours, 3 contact hours 3. Instructor: Dr. Suxia Cui 4. Textbook: J. W. Valvano, “Volume 1, Introduction to ARM Cortex-M Microcontrollers (5th edition)”, 2014. (ISBN 978-1477508992). 5. Specific Course Information a. 2015-2016 Catalog Description: ELEG4253 Embedded Systems Design (3-0) Credit 3 semester hours. Microprocessor and Microcomputer structures and applications; programming and design of hardware interfaces; emphasis on student projects. b. Prerequisites or Co-requisites ELEG 3071 and ELEG3073. c. Course Designation: Required Course 6. Specific Goals for the Course: a. Specific Outcomes of Instruction The students will be able to: (i) understand the development procedure of an embedded system; (ii) design, program, and test ARM based embedded systems for general purpose and/or special-purpose applications. b. Criterion 3 Outcomes Addressed by Course Student outcomes addressed in the course are: (b) the ability to design and conduct experiments, as well as to analyze and interpret data; (c) the ability to design a system, component or process to meet desired needs; (e) the ability to identify, formulate, and solve engineering problems; (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context; and (j) a knowledge of contemporary issues. 7. Brief Lists of Topics Covered in the Course Introduction to Computer and Electronics Introduction to Embedded Systems Introduction to the ARM Cortex-M Processor Introduction to Input/Output Serial and Parallel Port Interfacing Interrupt Programming and Real-time Systems Analog I/O Interfacing Design Projects Prepared by: Dr. Suxia Cui Date: Dec. 18, 2015

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4303 – INTRODUCTION TO DIGITAL DESIGN Course Number & Name: ELEG 4303 Introduction to Digital Design Credits & Contact Hours: 3 credit hours, 3 contact hours Instructor Dr. Justin Foreman Textbook: Mano&Ciletti, Digital Design, 5th Edition Prentice Hall Specific Course Information a.2015-2016 Catalog Description: The use of hardware description language and automated synthesis in design. hierarchical and modular design of digital systems. Control logic, synchronous and asynchronous sequential circuit design. Programmable logic devices and field programmable gate arrays. Circuit simulation for design verification and analysis. Timing-oriented design. b. Prerequisites or Co-requisites Pre-requisites: ELEG 3063, ELEG 3073. Specific Goals for the Course: a. Specific Outcomes of Instruction: The student will be able to: Be able to apply design concepts in construction of circuits utilizing components discussed in ELEG 3063 Logic Circuits Apply fundamental analysis skills to correctly describe the behavior of a given digital logic circuit Translate system requirements into a practical digital design, making use of modern tools such as Multisim, Verilog HDL, and logic synthesis programs b. ABET Outcome Accessed by Course [c]: ability to design a system, component or process to meet desired needs [e]: ability to identify, formulate, and solve engineering problems [i]: a recognition of the need for, and an ability to engage in life-long learning [j]: a knowledge of contemporary issues Brief List of Topics Covered in the Course FPGA Programming Basics Sequential Logic Circuits Registers and Counters Memory and Programmable Logic Design at Register Transfer Level Laboratory Experiments Standard Graphic Symbols Projects Prepared by: Dr. Justin Foreman Date: 6/21/16

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4333 - COMMUNICATION NETWORK ENGINEERING Course Number and Name: ELEG 4333, Communication Network Engineering Credits and Contact Hours: 3-credit, 6-contact hours Instructor: Dr. Matthew N. O. Sadiku Textbook: Cajetan M. Akujuobi and Matthew N. O. Sadiku, “Introduction to Broadband Communication Systems,” Scitech, 2008. ISBN: 1-4200-6149-6. Supplemental Material: Larry L. Peterson and Bruce S. Davis, “Computer Networks,” Morgan Kaufmann Publishers, 3rd edition, 2003. ISBN: 1-55860-832-X Specific Course Information: Fundamental concepts, OSI reference model overview, internetworking devices (repeaters, hubs, bridges, routers), Internet-based networks, intranet and extranet, X.25, frame relay, synchronous optical network (SONET), virtual private network, random access networks, controlled access networks, ISDN and BISDN, DSL, passive optical networks wireless networks, personal communication service, satellite communication, and network security. Specific Goals for the Course: This course introduces students of local area networks, metropolitan area networks, and wide area networks. Brief List of Topics Covered in the Course: Introduction and OSI model TCP/IP Protocols Intranets and Extranets X.25 and Frame relay SONET and SDH ISDN and BISDN DSL Wireless Networks Queuing Theory MAC Protocols Additional information One Project 10% Homework 30% Midterm Exam 30% Final Exam 30% Prepared by: Matthew N. O. Sadiku, Date: June 15, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4393 COMPUTER ORGANIZATION AND DESIGN Course Number & Name: ELEG 4393 Computer Organization and Design Credits and Contact Hours: 3-Credit Hours, 6 -Contact Hours Instructor or Coordinator: Dr. Xiangfang (Lindsey) Li Textbook: David A. Patterson & John L. Hennessy, “Computer Organization and Design, The Hardware/Software Interface”, 5th Edition. Supplemental Material: (i) Douglas E. Comer, “Essentials of Computer Architecture” ISBN-13: 978-0131491793; ISBN-10: 0131491792; Edition: 1st

(ii) Lectures, assignments, handouts, and class notes. Specific Course Information 2013-14 Catalog Description (3-0) Credit 3 semester hours. An introduction to computer organization using assembly and machine language. Number representation, computer arithmetic, instruction sets, I/O interrupts, and programming interrupts. Projects involve detailed study and use of a specific computer hardware and software system. Prerequisites: ELEG 3063 Logic Circuits Course Designation: Required Course Specific Goals for Course Specific Outcomes of Instruction The objective of this course is to teach students (i) basic concepts of computer organization and hardware, (ii) help them understand the relationship between hardware and software and to focus on the concepts that are the basis for current computers, and (iii) recognize the generation change in computing from the PC era to the PostPC era. Materials covered included but not limited to: Instructions executed by a processor and how to use these instructions in simple assembly language programs; how to design the datapath and control for pipelined and non-pipelined processors; data and control hazards; the principles of memory hierarchy; and how processors, memory, and I/O are combined into a computer. Criterion 3 Outcomes Addressed by Course The ABET Criteria and Outcomes to be assessed are: e – ability to identify, formulate and solve engineering problems f – understanding of professional and ethical responsibility (Special Assignments) j – a knowledge of contemporary issues (Special Assignment) Brief List of Topics Covered in Course Computer Abstractions and technology; Instructions Language and compute; Arithmetic for computer The processor; Large and Fast Exploiting Memory Hierarchy Parallel processor from client to cloud. Data Used in Assessing Outcomes in Course This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course. Homework – assignments designed to supplement and reinforce course Projects/Assignment – assignments designed to measure ability to apply presented course material Tests – 2 tests and a comprehensive final exam will be administered End of Semester student Survey Data Used to Show Student Proficiency in Outcomes

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Samples of student work in a Binder Grade sheet showing student performance and class average in outcomes End of Semester Course Assessment report Prepared by: Dr. Xiangfang (Lindsey) Li Date: June 1, 2016

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4472 SENIOR DESIGN AND PROFESSIONALISM I Course Number & Name: ELEG 4472 Senior Design and Professionalism I Credits and Contact Hours: 2-Credit Hours, 5 -Contact Hours Instructor or Coordinator: Dr. Warsame H. Ali/ Dr. Mathew Sadiku Textbook: Senior Project Manual” by Prairie View A & M University College of Engineering”. Supplemental Material: (i) “Fundamentals of Engineering Design”, by Barry Hyman, Second Edition, 2003, Pearson Education, Inc. (Prentice Hall) (ii) “Design for Electrical and Computer Engineering,” by Ralph. Ford and Chris S., Coulston., 2005, McGraw-Hill. (ECE)”. 5. Specific Course Information a. 2013-14 Catalog Description ELEG 4472. Senior Design and Professionalism I. (1-3) Credit 2 semester hours. This is the first course of a two semester a capstone experience (ELEG 4482 or sequence must restart with ELEG 4472) involving engineering design of an industrial or advanced team project. Elements of ethics and professionalism in engineering practice will be integrated into the project experience. The project will include application of relevant engineering codes and standards, as well as realistic constraints. Design achievements are demonstrated by written reports, oral presentation, and professional standards and ethics examinations. b. Prerequisites: MCEG 2013, GNEG 3061, CVEG 2454, CHEG 2003, COMM 1003, ELEG 2011, ELEG 3063, ELEG 3043. Course equivalence: CHEG, CVEG, or MCEG 4472. c. Co-requisites: NO c. Course Designation: Required Course Specific Goals for Course: Course Objective 1 Ability to design experiments Ability to conduct experiments Ability to analyze and interpret experimental data Course Objective 2 To teach students to design systems, components and processes. ABET criteria (c) Anticipated Outcomes i. Students will demonstrate ability to research, identify, formulate and solve engineering problems. ii. Conduct research on the economical, global impact, ethical and technical aspects of the engineering design. iii. Students will use acquired knowledge to optimize engineering solutions and designs in accordance with technical and contemporary constraints. Course Objective 3 To teach students to function in a multidisciplinary design team. ABET criteria (d) Anticipated Outcomes Students acquire experience and understanding of diverse engineering systems to produce a final integrated design. Demonstrate team work through regular class presentations and a final design presentation. Students gain appreciation of the functioning of other engineering disciplines. Students gain appreciation of mentoring processes by acquiring Information from industrial and faculty mentors. Course Objective 4 Understanding of professional and ethical responsibility ABET criteria (f) Anticipated Outcomes Students will consider their own values with case studies discussed in class

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Students will be able to differentiate between ethical and legal issues Course Objective 5 Student becomes proficient in written, oral and technical communication. ABET criteria (g) Anticipated Outcome Students will complete a final technical report that includes written description of project, technical schematics of the components, system or processes. All students will give a formal oral summary presentation on their aspect of the project. Course Objective 6 Student becomes an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. ABET criteria (k). Anticipated Outcomes are: i- Students demonstrate ability in using modern engineering software tools ii- Student will acquire knowledge necessary for engineering practices Brief List of Topics Covered in Course Course Overview & Introduction to Design Engineering Design Process (Problem Formulation) Project Planning Literature Review (Information Gathering) Preliminary Design (Concept Generation) Evaluation Alternatives Detailed Design (Analysis and Refinement) Process/Component/System Optimization, Probabilistic Considerations in Design and Risk Assessment Impact of Engineering Society Professionalism and Ethics, Codes & Standard and Application to Project System analysis and layout, Materials Selection, and Application to Project Economic Evaluation, Economic Decision Rules and Cost Estimating Additional Economic Analysis Review, Effects of Taxes & Inflation and Professional & Product Liability Final Phase of Detailed Design 8. Additional Information Contribution to Professional Component Mathematics 0 Credits Engineering Science 0 Credits General Education Requirements 0 Credits Major design Experience 2 Credits Data Used in Assessing Outcomes in Course Class Presentations /Exams Homework assignments Lab Work and Written Reports . End of Semester Student Survey Prepared by: Dr. Warsame H. Ali Date: September 25, 2015

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DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING ELEG 4482 SENIOR DESIGN AND PROFESSIONALISM II 1. Course Number & Name: ELEG 4482 Senior Design and Professionalism II 2. Credits and Contact Hours: 2-Credit Hours, 5 -Contact Hours 3. Instructor or Coordinator: Dr. Warsame H. Ali/ Dr. Mathew Sadiku 4. Textbook: Senior Project Manual” by Prairie View A & M University College of Engineering”. Supplemental Material: (i) “Fundamentals of Engineering Design ”, by Barry Hyman, Second Edition, 2003, Pearson Education, Inc. (Prentice Hall) (ii) “Design for Electrical and Computer Engineering,” by Ralph M. Ford and Chris S., Coulston., 2005, McGraw-Hill. (ECE)”. 5. Specific Course Information a. 2013-14 Catalog Description ELEG 4482. Senior Design and Professionalism II. (1-3) Credit 2 semester hours. A continuation of ELEG 4472 with required design modifications of the team projects necessary to produce a working prototype of the designs initiated in Senior Design and Professionalism I. Results of the design are presented in a Design project deliverables include an oral presentation, a written report, and a formal, final oral presentation as well as a final report. Elements of professionalism reinforce the importance of professional ethics, corporate culture, life-long learning, and globalization. b. Prerequisites: ELEG 4482 must immediately follow ELEG 4472 or a sequence must restart CVEG, or MCEG 4482. with ELEG 4472 Course equivalence: CHEG, c. Co-requisites: NO d. Course Designation: Required Course 6. Specific Goals for Course Course Objective 1 To teach students an ability to design and conduct experiments, as well as to analyze and interpret data. ABET criteria (b). Anticipated Outcomes are: i. Ability to design experiments ii. Ability to conduct experiments iii. Ability to analyze and interpret experimental data Course Objective 2 To teach students to function in a multidisciplinary design team. ABET criteria (d) Anticipated Outcomes are: i.. Students acquire experience and understanding of diverse engineering systems to produce a final integrated design. ii. Demonstrate team work through regular class presentations and a final design presentation. iii. Students gain appreciation of the functioning of other engineering disciplines and gain appreciation of mentoring processes by acquiring Information from industrial and faculty mentors. Course Objective 3 To teach students the ability to identify, formulate, and solve engineering problems. ABET criteria (e). Anticipate Outcomes are: i. Identify engineering/technical/computing problems. ii. Formulate/analyze engineering/technical/computing problems iii. Solve engineering/technical/computing problems Course Objective 4

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Understanding of professional and ethical responsibility ABET criteria (f). Anticipated Outcomes are: i. Students will consider their own values with case studies discussed in class ii. Students will be able to differentiate between ethical and legal issues Course Objective 5 Student becomes proficient in written, oral and technical communication. ABET criteria (g) Anticipated Outcomes are: i. Students will complete a final technical report that includes written description of project, technical schematics of the components, system or processes. ii. All students will give a formal oral summary presentation on their aspect of the project. Course Objective 6 Students must receive the broad education necessary to understand the impact of engineering solution in a global and societal context ABET outcome ( h). Anticipated Outcomes are: i. Students are able to investigate a given engineering problem and are able to analyze the short and long term impact (political, economic, environmental, health, safety, cultural) of proposed solutions on society (local, regional or global context). Course Outcome 7 A recognition of the need for, and ability to engage in life long learning ABET outcome ( i). i. Students are aware of the need for lifelong learning ii. Students engage in life-long learning activities Course Outcome 8 A recognition of contemporary issues ABET outcome ( j) i. Students display knowledge in a variety of contemporary issues or topics 7. Brief List of Topics Covered in Course Course Overview & Introduction to Design Engineering Design Process (Problem Formulation) Project Planning Update Comprehensive Literature Review Review of Preliminary Design and Final Design Modifications and Design Drawings Components Design, and Subsystem Testing Detailed Design and Implementation of Application of Codes and Ethical Standards and Professional Issues Implementation and Testing Global and Social considerations and Impact of Engineering on Society and Risk Assessment Detailed and Prototype Design Preparation Design Detailed Design and Implementation, Testing Consideration Modern Engineering Tools and Practices, Professional & Product Liability Detailed Design and Testing of System Prepared by: Dr. Warsame H. Ali Date: September 25, 2015ffh

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COMPUTER SCIENCE DEPARTMENT SYLLABUS --- COMP-1211 COMPUTER SCIENCE I LAB Credit Hours: 1 Contact Hours: 2 Instructor: Dr. Yonggao Yang, Professor Textbook Information: Title: Programming and Problem Solving with C++ Author: Nell Dale Edition: 6th edition Year: 2014 ISBN: 978-1-284-02876-8 Publisher: Johns and Bartlett Other supplemental materials: A Laboratory Course in C++; Nell Dale; 2014; 978-1-284-02590-3 Course Information Catalog description: Credit 1 semester hour. A laboratory course in programming for computer science or related fields, utilizing the concepts introduced in COMP 1213, including language concepts of input/output, constants, data types, arrays and strings, variables, expressions, statements, iterations and selections. Co-requisites: COMP-1213 Required, Elective or Selected Elective Course: Required Goals for the Course Outcomes of instruction (Learning outcomes) Put hands on computer to learning C++ programming language. Write C++ code to solve various problems. At the end of this semester, you will know how computer software works, how to write your programs to solve your problems. If you are interested in programming, you can take many other advanced computer science courses in the future. Student outcomes addressed by this course Outcome c: An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs. Sub-outcomes c1. Ability to understand and define requirements of the problem c2. Ability to design and implement a program to solve the problem List of Topics to Be Covered Overview of programming and problem solving; Binary; Computer organization; Boolean; Computer hardware; Software Chapter 1 & handout: Overview of Programming and Problem Solving

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Chapter 2 C++ Syntax and Semantics, and the Program Development Process Chapter 3 Numeric Types, Expressions, and Output Chapter 4 Program Input and the Software Design Process Chapter 5 Conditions, Logical Expressions, and Selection Control Structures Chapter 6 Looping Chapter 7 Additional Control Structures Chapter 8 Functions Chapter 9 Scope, Lifetime, and More on Functions

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COMPUTER SCIENCE DEPARTMENT SYLLABUS --- COMP-1213 COMPUTER SCIENCE I Credit Hours: 3 Contact Hours: 3 Instructor: Dr. Yonggao Yang, Professor Textbook Information: Title: Programming and Problem Solving with C++ Author: Nell Dale Edition: 6th edition Year: 2014 ISBN: 978-1-284-02876-8 Publisher: Johns and Bartlett Other supplemental materials: None Course Information Catalog description: Computer Science I. (3-0) Credit 3 semester hours. Introduction to modern problem solving and programming methods. Special emphasis is placed on using critical thinking, effective communication, and empirical and quantitative skills to design and implement robust and easily maintainable programs in a high-level, object-oriented language such as C++ to include external files, control structures, loops, scope, functions, output formatting, inline functions and function templates, enumerated data types, arrays, structures, exception handling. Co-requisites: (MATH 1115 or MATH 1123) AND COMP 1211 Required, Elective or Selected Elective Course: Required Goals for the Course Outcomes of instruction (Learning outcomes) Learn basic computer organization concepts: digital logic, binary, Boolean, hardware components, and software; Learn computer programming concepts and problem solving approaches. Use critical thinking skills to develop algorithms for the given problem. Learn syntax and semantics of the C++ programming language (first half of C++ language), and how to write C++ program to solve problem; Learn fundamental principles of program specification, design, testing, and system documentation. Use professional communication skills to write program user manual, system testing report, and present system development description; Learn C++ programming development environment: code editing, debugging, compiling, linking, and executing. Use empirical and quantitative skills to manipulate, analyze, and process numerical data. Student outcomes addressed by this course

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Outcome a: Ability to apply knowledge of computing and mathematics appropriate to the discipline. a1: students demonstrate knowledge and application of mathematics a2: students demonstrate knowledge and application of computing Outcome b: Ability to analyze a problem, and identify and define the computing requirements appropriate to its solution b1: Ability to analyze and define computing problems b2: Ability to solve computing problems List of Topics to Be Covered Overview of programming and problem solving; Binary; Computer organization; Boolean; Computer hardware; Software Chapter 1 & handout: Overview of Programming and Problem Solving Chapter 2 C++ Syntax and Semantics, and the Program Development Process Chapter 3 Numeric Types, Expressions, and Output Chapter 4 Program Input and the Software Design Process Chapter 5 Conditions, Logical Expressions, and Selection Control Structures Chapter 6 Looping Chapter 7 Additional Control Structures Chapter 8 Functions Chapter 9 Scope, Lifetime, and More on Function

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COMPUTER SCIENCE DEPARTMENT SYLLABUS --- COMP-1224 INTRODUCTION TO COMPUTER SCIENCE II AND LAB Credit Hours: 4 Contact Hours: 5 Instructor: Dr. Akhtar Lodgher, Professor Textbook Information: Title: Programming and problem solving w/C++ Author: Nell Dale Edition: 6th edition Year: 2013 ISBN: 978-1284-028768 Publisher: Jones Bartlett Lab Manual Information: Title: A Laboratory Course in C++ Author: Dale & Weems Edition: 6th edition Year: 2013 ISBN: 978-1284-025903 Publisher: Jones Bartlett Other supplemental materials: None Course Information Catalog description: Credit 4 semester hours. Continuation of COMP 1214 with continued emphasis on program development techniques, array based lists, pointers, basic linked lists, classes, abstraction, data hiding, polymorphism, inheritance, stacks and queues. Repeatable up to 3 times. Prerequisites: COMP 1124 CS 1 + Lab with min. grade of C Co-requisites: Math 1124 – Calculus I Required, Elective or Selected Elective Course: Required Goals for the Course Outcomes of instruction (Learning outcomes) 1. To learn and implement data abstraction and its usage. 2. To learn and implement the use of simple data structures such as arrays and lists. 3. To learn and implement fundamental concepts of dynamic data (pointers). 4. To learn and implement fundamentals of object-oriented software development, 5. To learn and implement simple recursive solutions. Student outcomes addressed by this course Outcome a: An ability to apply knowledge of computing and mathematics appropriate to the discipline

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a1: Students demonstrate knowledge and application of mathematics a2: Students demonstrate knowledge and application of computing Outcome b: An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution b1: Ability to analyze and define computing problems b2: Ability to solve computing problems Outcome c: An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs c1. Ability to understand and define requirements of the problem c2. Ability to design and implement a program to solve the problem List of Topics to Be Covered 1. Functions (Revision) 2. Scope, Lifetime, More on Functions (Revision) 3. User Defined Data Types a. Typedef b. Structs 4. Arrays a. Single and Multi dimensional 5. Classes and Abstraction a. Abstraction b. Header and implementation files 6. Array-Based Lists a. Abstract Data type 7. Dynamic Data and Linked Lists a. Pointers and Lists 8. Object-Oriented Design a. Problem decomposition using class abstraction 9. Recursion a. Simple recursion

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COMPUTER SCIENCE DEPARTMENT SYLLABUS --- COMP-2013 DATA STRUCTURES Credit Hours: 3 Contact Hours: 3 Instructor: Dr. Lin Li, Associate Professor Textbook Information: Title: C++ plus Data Structures Author: Nell Dale Edition: 5th edition Year: 2011 ISBN: 978-1-4496-4675-2 Publisher: Jones and Bartlett Other supplemental materials: None Course Information Catalog description: Credit 3 semester hours. Fundamental data structures including binary files, stacks, queues, recursion, advanced linked lists, trees, and graphs with their implementation and applications will be covered. Topics also include heap, priority queue, and sorting techniques. Prerequisites or Co-requisites: COMP 1023 Computer Science II and Lab Required, Elective or Selected Elective Course: Required Goals for the Course Outcomes of instruction (Learning outcomes) This course examines basic data structures such as stacks, queues, lists, trees, heaps, and graphs as well as searching and sorting algorithms. It is to have students be able to implement these data structures and algorithms in object-oriented programming languages such as C++. The objectives include: (a) enhance the ability to apply knowledge of computing and/or mathematics appropriate to the discipline; (b) enhance the ability to analyze a problem, and identify and define the computing requirements appropriate to its solution. Student outcomes addressed by this course Outcome a: Ability to apply knowledge of computing and mathematics appropriate to the discipline. a1: students demonstrate knowledge and application of mathematics a2: students demonstrate knowledge and application of computing Outcome b: Ability to analyze a problem, and identify and define the computing requirements appropriate to its solution b1: Ability to analyze and define computing problems

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DEPARTMENT OF CIVIL & ENVIRONMENTAL ENGINEERING CVEG 2454 - STATICS & DYNAMICS CREDIT HOURS 4 CONTACT HOURS 4 INSTRUCTOR/ COURSE COORDINATOR

Dr. Judy A. Perkins, PE, Civil Engineering

TEXTBOOK R.C. Hibbeler, Engineering Mechanics – Statics and Dynamics, 13th Edition, Pearson Prentice Hall, , New Jersey, 2012

SUPPLEMENTAL MATERIALS

None

CATALOG DESCRIPTION

Fundamental concepts; equilibrium of particles and rigid bodies, centroids, moments of inertia, friction, and introduction to analysis of structures. Kinematics and kinetics of particles and rigid bodies; equations of motion, work and energy; impulse and momentum.

PREREQUISITES PHYS 2513 [University Physics I] CO-REQUISITES None DESIGNATION [Required/Elective/ Selected Elective]

Required for Chemical Engineering, Computer Engineering, and Electrical Engineering Majors

COURSE LEARNING OUTCOMES/GOALS

By the end of CVEG 2454 students will: Thoroughly understanding of the theory and applications of engineering mechanics; Analyze engineering mechanics problems using the principles of science and mathematics; Describe and predict through calculations the conditions of equilibrium of particles, and bodies on application of forces; Describe and predict through calculations the behavior of bodies subjected to forces resulting in dynamic motion; and Address Program Outcomes a and e

TOPICS COVERED Particle Equilibrium Equivalent Force Systems Rigid Body Equilibrium Method of Joints and Method of Sections Centroid and Moment of Inertia Friction Kinematics of a Particle Kinetics of a Particle: Force and Acceleration Kinetics of a Particle: Work and Energy Kinetics of a Particle: Impulse and Momentum Planar Kinetics of a Rigid Body: Force and Acceleration Planar Kinetics of a Rigid Body: Work and Energy Planar Kinetics of a Rigid Body: Impulse and Momentum

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CHEMICAL ENGINEERING DEPARTMENT CHEG 2003 Economical Analysis and Technical Applications Course number and name: CHEG 2003 Economical Analysis and Technical Applications Credits and contact hours: 3-credit hours, 3-contact hours Instructor’s or course coordinator’s name: Safwat H. Shakir (main), Kazeem Olanrewaju Text book, title, author, and year: Basics of Engineering Economy by Leland Blank and Anthony Tarquin. McGraw-Hill Higher Education, 2008. other supplemental materials: C. S. Park, Contemporary Engineering Economics, 4th Ed., Prentice-Hall, 2007. Specific course information (3.0) Credit semester hours. Fundamental concepts of economic principles. Evaluation of technical alternatives, economic significance of technical proposals; interest, description, analysis, and forecasting. Prerequisite: MATH 1124 Required Course Specific goals for the course The students will be able to: Understand the economic principals, and economic terms Understand the economic and mathematical equations used in the economic analysis. Understand the economic costs, methodologies of assessing the costs, cost estimation and cost concepts. Understanding the time value and project cash flow in engineering and economy. Understand the comparison of alternatives for different projects. Understand Break Even Analysis, income tax, risk analysis and depreciation. Understand of Capital investment in the engineering projects. To provide students with the principles of economics and their applications in Engineering. Projects alternatives play a crucial role in the areas of production, processing, fabrication and manufacturing of all man made products. The profitability or cost of the project is a necessary condition for giving the project the green light for funding and execution. Projects alternatives play a crucial role in the areas of production, processing, fabrication and manufacturing of all man-made products. The profitability or cost of the project is a necessary condition for giving the project the green light for funding and execution. The course provides the students with technical and engineering aspects of assessing different projects either in their professional career or in private life. The course provides the students with core aspects of critical thinking, to develop quantitatively skills, expand students’ knowledge of the human condition and human cultures to economics, and social behavioral aspects in the society in addition to strengthen the students ability of presenting judgment about the economic aspects of engineering projects they are going to deal with in real life. Student outcomes a, e, g, and h are addressed and assessed in this course. Brief list of topics to be covered

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Engineering Economic Decision. Time value of Money and factors for analysis the value of money and including interest rate. Development of Project Cash Flow. Methods of Analysis of the Economic (Worth (Annual Worth- Present Worth, Future worth) and formula for using these methods. Methods of using Series (i.e. Arithmetic Series and Geometric Series) – Shifting series Analysis. Rate of Return (ROR), Financial statements Cost Concept and Behaviors. Revenues and Profits optimization Profitability and productivity. Global Economic Forces Present time Economic and Cost Estimation. Estimation of capital investment. Economic Potential of Alternatives. Comparison of Alternative Projects Break Even Analysis and Sensitivity Analysis Examples of Usage of Spreadsheets in Economic Analysis and Modeling. Professional Ethics Depreciation and income tax Risk Analysis and Uncertainty.

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MECHANICAL ENGINEERING DEPARTMENT MCEG 2013 THERMODYNAMICS I Course Number & Name: MCEG 2013 Thermodynamics I Credits and Contact Hours: 3-Credit Hours, 4 -Contact Hours Instructor or Coordinator: Dr. Rambod Rayegan Textbook: Thermodynamics, 7th edition, Yunus Cengel and Michael A. Boles, 2011, McGraw Hill: ISBN 978-0-07-352932-5 Supplemental Material: Fundamentals of Engineering Thermodynamics, 7th edition M. J. Moran, H. N. Shapiro, D. D. Boettner and M.B. Bailey ISBN-13: 978- 0470495902, ISBN-10: 0470495901 Specific Course Information 2013-14 Catalog Description MCEG 2013 Thermodynamics I: First Law, transformation of energy, theoretical limitations, Second Law, absolute temperature, entropy, and available energy, properties of gases, liquids, and vapors, and irreversibility. Prerequisites: MATH 2024 and PHYS 2513. Co-requisites: None Course Designation: Required Course Specific Goals for Course Specific Outcomes of Instruction The student will be able to: analyze thermal systems using the first, and second laws of thermodynamics as well as perform parametric studies on these systems. Criterion 3 Outcomes Addressed by Course Student outcomes assessed in Course : (a) Knowledge and application of D&I calculus, DE, Prob. & Stats. (e) Identify /formulate/analyze/solve engineering/technical/computing problems Brief List of Topics Covered in Course Introduction, Definitions, Applications, Dimensions and Units (4 hours) Forms of Energy, Energy Transfer by Heat and Work, 1st Law of Thermodynamics (6 hours) Pure Substance and its Phases, Phase Change, Property Diagrams, Property Tables (8 hours) Moving Boundary Work, Energy Balance for Closed Systems, Specific Heats (6 hours) Conservation of Mass, Flow Work, Energy Analysis of Steady Flow Systems (6 hours) Cyclic Heat Engines, Refrigerators and heat Pumps, Reversible and Irreversible Processes, The Carnot Cycle and Principles (6 hours) Entropy, Isentropic Processes, Isentropic Efficiencies, Entropy Balance (8 hours) Prepared by: Dr. Rambod Rayegan Date: May 24, 2016

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ROY G PERRY COLLEGE OF ENGINEERING GNEG 1121 ENGINEERING LAB II FOR MATH Course Number & Name: GNEG 1121 Engineering Lab II for Math Credits and Contact Hours: 1-Credit Hours, 3 -Contact Hours Instructor or Coordinator: Dr. Mohan Ketkar Textbook : None Required Supplemental Material: (i) Calculus, 6th Edition by James Stewart Brooks Cole Publishing as a reference text (ii) Lab handouts Specific Course Information 2013-14 Catalog Description Credit: 1 semester hour. Practical applications of the 1st level Calculus for problems in engineering, computer science, and technology. The 1st level Calculus concepts will be reinforced through hands-on, physical application in the laboratory. Prerequisites: MATH1115 Algebra and Trigonometry or equivalent Co-requisites: MATH 1124 Calculus and Analytic Geometry I Course Designation: Required Course Specific Goals for Course Specific Outcomes of Instruction The student will be able to: Focus on familiarizing engineering with concepts learned in the Calculus with real life applications Do hands on experiments and visual demonstration of mathematical applications Criterion 3 Outcomes Addressed by Course Student outcome addressed in the course is: (a) An ability to apply knowledge of mathematics, science, and engineering Student outcome addressed in laboratory part of the course is: (b) An ability to design and conduct experiments, as well as to analyze and interpret data Brief List of Topics Covered in Course Introduction, (3 hours) Vectors (6 hours) Functions and Models (6 hours) Limits and rates of change (6 hours) Tangent, velocity and limits (3 hours) Derivatives Rules and formulas (6 hours) Applications of derivatives (6 hours) Optimization using derivatives (6 Hours)

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ROY G PERRY COLLEGE OF ENGINEERING GNEG 2021 ENGINEERING LAB II FOR MATH Course Number & Name: GNEG 2021 Applications Laboratory III for Mathematics Credits and Contact Hours: 1-Credit Hour, 3-Contact Hours Instructor or Coordinator: Dr. Michael Gyamerah Textbook: None Supplemental Material: (i) Calculus, 10th edition by Ron Larson and Bruce H. Edwards, Brooks Cole Publishing Co., 2014 (ii) Handout class notes Specific Course Information 2013-14 Catalog Description GNEG 2021. Engr. Lab III for Math. (1-0) Credit 1 semester hour. Practical applications of the 2nd level Calculus for problems in engineering, computer science, and technology. The 2nd level Calculus concepts will be reinforced through hands-on, physical application in the laboratory Prerequisites: None Co-requisites: MATH 2024 Calculus II Course Designation: Required Course Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: Demonstrate the importance and application of integral and differential calculus in engineering, engineering technology and computer science Demonstrate knowledge in integral and differential calculus concepts that will help the student to be successful in Calculus II Convert word problems involving physical phenomena into equations by (a) identifying the problem with a sketch and labeling, and (b) formulating the problem using appropriate equations and simplifying assumptions, and then applying knowledge of integral calculus in solving the problem. Demonstrate knowledge of integral calculus and their applications in finding the areas under the curve, determining pressure-volume work in gas expansion or compression, finding the energy developed in a resistor with an alternating current flowing through it, and finding the volume of a solid of revolution. b. Criterion 3 Outcomes Addressed by Course Student outcomes addressed in course: Student outcome a will be addressed and assessed in this course Brief List of Topics Covered in Course Review of Differentiation and Engineering Applications (6 hours) Antidifferentiation and the indefinite integral (3 hours) Applications of antidifferentiation (9) The definite integral (3 Hours) Applications of integration (9 hours) Multiple integrals and their applications (6 hours)

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ROY G PERRY COLLEGE OF ENGINEERING GNEG 3061 INTRODUCTION TO ENGINEERING PROJECT MANAGEMENT Course Number & Name: GNEG 3061 Intro to Engineering Project Management Credit and Contact Hours: 1 – Credit hour, 2 – Contact hours Instructor: Professor Terrell Ellison, MBA, PMP Textbook: Successful Project Management (with Microsoft Project 2013), 6th Edition Gido & Clements ISBN: 978-1-285-06837-4 Specific Course Information 2014-15 Catalog Description The text book for this course, Successful Project Management, was written to equip its users with both – by explaining concepts and techniques by using numerous examples to show how they can be skillfully applied. Topics include project management life cycle and process; identifying and selecting projects; developing a project proposal; techniques for planning, scheduling, resource assignment, budgeting and controlling project performance; project risk; project manager responsibilities and skills; project team development and effectiveness; project communication and documentation; and project management organizational structures. The concepts in the course support the project management knowledge areas of the Project Management Institute’s A Guide to the Project Management Body of Knowledge (PMBOK Guide) Specific Goals for Course Specific Outcomes of Instruction The student will be able to: Explain the basic foundations of a project management concepts and vocabulary Demonstrate knowledge of selecting, planning, performing, and controlling projects Demonstrate knowledge of project scheduling and budgeting Demonstrate knowledge of project management skills, teamwork, and the organizational structures in which project management takes place Exhibit knowledge of applying project management software (MS Project) to a project Brief List of Topics Covered in Course Project management life cycle and process Identifying and selecting projects Developing a project proposal Techniques for planning a project Techniques for scheduling a project Techniques for resource assignment a project Techniques for budgeting a project Techniques for assessing and managing projects risks for a project Techniques for controlling project performance Project manager responsibilities and skills Project team development and effectiveness Project communication and documentation Project management organizational structures

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF CHEMISTRY GENERAL INORGANIC CHEMISTRY II, CHEM 1021 1. Course Number & Name: General Inorganic Chemistry II, CHEM 1021 2. Credits and Contact Hours: 1-Credit Hours, 2-Contact Hours 3. Instructor or Coordinator: Dr. Ananda Amarasekara 4. Textbook: Modular Laboratory Program in Chemistry 5. Supplemental Material: None 6. Specific Course Information a. 2015-16 Catalog Description Chemistry 1021: General Chemistry Laboratory II – (0-4) Credit 2 semester hours. A general laboratory course covering aspects of volumetric and gravimetric analysis, qualitative analysis, determination of chemical and physical properties. b. Prerequisites: None Co-requisites: None c. Course Designation: Elective 7. Specific Goals for Course a. Specific Outcomes of Instruction At the end of this course, the student will understand · This course is designed for students that are majors or minors in chemistry. To establish a fundamental understanding of atomic and molecular structure of matter as well as chemical bonding and interactions b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is : (a) Be able to use conversion factors in metric or U.S. units and apply the significant figure concept in stoichiometric calculations, (b) Be able to use basic laboratory equipment and oratory equipment as well as the buret, electronic balances and the centrifuge. (c) Demonstrate the ability to prepare solutions from solids and by dilution and Define chemistry concisely and with clarity from a practical stand point. Student outcome addressed in laboratory part of the course is: (a) Identify the safety symbols and equipment in a chemistry laboratory and understand their primary use. 8. Brief List of Topics Covered in Course Laboratory Techniques, Safety Precautions & Safety Film Molar Volume of O2 Writing Lewis Structure Solutions Rate of the reaction Chemical equilibria Lab Report and #Acid base indicators Standadizing NaOH Electrochemistry Asprin Completion Prepared by: Dr. Ananda Amarasekara Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF CHEMISTRY Chemistry for Engineers, CHEM 1034 Course Number and Name: CHEM 1034, Chemistry for Engineers Credits and Contact Hours: 4 credit hours, 4 contact hours per week Instructor’s or course coordinator’s name: Dr. H. J. Fan Textbook, title, author and year: Required Textbook: Silberberg: Principles of General Chemistry, 3e textbook with online homework access code for Connect, ISBN 0-07-768224-6, 2013. Specific course information: Brief description of the contents of course (Catalog Description): Chemical principles with applications in engineering. Stoichiometric calculations, properties of gases, properties of liquids and solutions, gas phase chemical equilibrium, ionic equilibrium in aqueous solution, oxidation-reduction reactions, chemical kinetics. Prerequisite: MATH 1113, Pass the Chemistry Placement Exam and/or CHEM1033. Required, elective, or selective elective: Required Specific Goals for the Course a. Summarize the scientific approach and methods involving making observations and gathering data. b. Solve stoichiometric-related problems and apply knowledge of chemistry to everyday life and explain the observation and changes. c. Define the kinetic molecular theory of gases and apply the ideal gas law to simple calculations. d. Summarize the basic knowledge of the First Law of Thermodynamics and apply to energy balance calculations. e. Illustrate basic understanding of atomic structure and electronic configurations of elements. f. Generalize understanding of periodic properties of elements and chemical bonding. brief list of topics to be covered Stiochiometry of Formulas and Equations Three Major Classes of Chemical Reactions Gases and the Kinetic-Molecular Theory / Thermochemistry: Energy Flow and Chemical Change Quanum theory and atomic structure / electron configuration and chemical periodicity Models of chemical bonds / the shapes of molecules Theories of colvalent Bonding / Intermolecular Forces The properties of solution Kinetics Acid-Base Equilibrium Ionic Equilibria in Aqueous Systems Thermodynamics Electrochemistry

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COLLEGE OF ARTS AND SCIENSE DEPARTMENT OF COMMUNICATIONS FUNDAMENTALS OF SPEECH COMMUNICATIONS, COMM 1003 1. Course Number & Name: Fundamentals of Speech Communication, COMM 1003 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Mr. Jeremy S. Coffman 4. Textbook: Beebe, Steven A. and Susan J. Beebe, Public Speaking: An Audience- Centered Approach 9th Edition, New York: Pearson Publishing, 2014. 5. Supplemental Material: Hacker, Diana. Pocket Style Manual 5e with 2009 MLA and 2010 APA Updates + Research and Documents in the Electronics Age 5e. Bedford/St Martins, 2010 6. Specific Course Information a. 2013-14 Catalog Description: This course is designed to introduce students to fundamental communication theories, principles and practices. Students will develop public speaking skills, interpersonal skills, and practical applications. b. Prerequisites: Unconditional Admission OR ENGL 0131 Co-requisites: Unconditional Admission OR ENGL 0131 c. Course Designation: Required Course 7. Specific Goals for Course a. Specific Outcomes of Instruction: The student will be able to: i. Apply communication concepts and theories. ii. Communicate ideas effectively and with sensitivity to a variety of audiences. iii. Demonstrate effective use of a variety of communication tools and styles. iv. Demonstrate communication proficiency appropriate for meeting personal and professional needs. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) Write clearly, precisely and in a well-organized manner as well as demonstrate critical thinking, reading and viewing skills on required projects (b) Research, develop, evaluate and present arguments grounded in research-based knowledge, apply, analytical, precise and elaborated terms & concepts for talking and writing about communication artifacts and the ways in which they communicate meaning. (c) Critically conduct, evaluate and analyze research theories and findings published in various Scholarly source material in the preparation of assignments. Student outcome addressed in laboratory part of the course is: (a) evaluate various communication artifacts and their effects on audiences and society. 8. Brief List of Topics Covered in Course Speaking with Confidence & Presenting your First Speech Analyzing Your Audience and Introductory Speeches Special Occasion Speaking & Purposes, Developing Your Speech Gathering Supporting Material & Speech Organization & Outlining Introducing & Concluding Your Speech & Language Style Using Words Well: Speaker Language and Style & Special Occasion Speeches Delivering Your Speech, Group speeches Speaking to Inform & Designing & Using Presentation Aids Informative Speeches and Principles of Persuasive Speaking, Informative Speeches & Using Persuasive Speeches Strategies

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Prepared by: Mr. Jeremy S. Coffman Date: February 2016

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COLLEGES OF ARTS AND SCIENCES DEPARTMENT OF ENGLISH FRESHMAN COMPOISTION I, ENGL 1123 1. Course Number & Name: Freshman Composition I, ENGL 1123 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: T. Banks 4. Textbook: Everything’s an Argument, with Readings, Bedford/St. Martin’s. 5. Supplemental Material: Other course materials are posted on eCourses 6. Specific Course Information a. 2013-14 Catalog Description A writing course focused on composing strong arguments through critical thinking and analysis of primary and secondary source material. The course emphasizes rhetorical awareness in writing essays for a variety of audiences and purposes. Students will actively participate in peer workshops and demonstrate awareness of general research methods and ethics. b. Prerequisites: ENGL 0112 or 0101 “C” or better Co-requisites: None 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. compose solid, argument-driven thesis statements directed at a specific audience ii. provide logical, appropriate evidence to support an argument iii. organize writing assignments clearly iv. write in clear, correct, grammatical prose v. employ effective teamwork skills with emphasis on listening, responding & creating a positive climate vi. cite research correctly according to MLA format, both in the text & in the bibliography b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: -practice critical thinking, writing & reading skills; refine awareness of different rhetorical modes; practice writing as recursive process; produce essays with strong purpose, content & organization; -improve proofreading & editing skills; produce critical writing based on analysis of primary & secondary source material; improve sense of audience in reading & writing; -start learning techniques for research & documentation in MLA format 8. Brief List of Topics Covered in Course Course introduction Reading Critically Using Sources Responsibly Rhetorical Analysis Rhetorical Analysis (con’t) MLA formatting and The Revision Process Structuring Arguments The Research Process Source Synthesis and Drafting Arguments Revision Workshop Prepared by: T. Banks Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF ENGLISH TECHNICAL WRITING, ENGL 1143 1. Course Number & Name: Technical Writing, ENGL 1143 2. Credits and Contact Hours: 3-Credit Hours, 3 Contact Hours 3. Instructor or Coordinator: Dr. Sarah R. Wakefield 4. Textbook: Markel, Mike, Technical Communication. 9th ed: Boston: Bedford/St Martins, 2010 5. Supplemental Material: N/A 6. Specific Course Information a. 2013-14 Catalog Description Technical Writing. Application of principles of composition and rhetoric to genres of scientific and technical writing including proposals, formal reports, presentations, business and scientific correspondence, manuals, technical articles and reports. Students will undertake a full scale project through proposal and research with formal oral and written presentations of a documented technical project from the student's major field of study. b. Prerequisites: “C” or better in ENGL 1123 Co-requisites: None Course Designation: Required Course 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. Work more effectively, both individually and collaboratively. ii. Create a variety of documents specific to technical disciplines: memos, cover & transmittal letters, original graphics, lab reports & project reports. iii. Show skills in Standard English usage necessary for reaching scientific audiences. iv. Use correct APA format & citation. Present the results of mathematical calculations in clear, appropriate graphic formats. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is : -Analyze ethical and legal situations for technical writers, multimedia and oral presentations -Conduct detailed research on a single topic -Demonstrate enhanced communication skills through collaborative, multimedia presentations. Student outcome addressed in laboratory part of the course is : (b) an ability to design and conduct experiments, as well as to analyze and interpret data 8. Brief List of Topics Covered in Course Introduction, Introduction to Technical Writing; Ethics & Legal Considerations on the Job; Professional correspondence: Letters + Emails Professionals Correspondence: Memos + Emails Creating & Handling Graphics Introduction to Recommendation Reports Recommendation Reports (Cont’d) Definitions & Descriptions Collaboration and Introduction to Project Proposal Reports Drafting Your Project Reports 21st-Century Presentations Proposal Report + Presentation

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Finishing Your Proposal Work Prepared by: Dr. Sarah Wakefield Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF HISTORY UNITED STATES HISTORY TO 1877, HIST 1313 1. Course Number & Name: HIST 1313 United States History to 1877 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Kisha T. Turner 4. Textbook: US: A Narrative History, Volume 1: to 1877 (Paperback) by James West Davidson, Brian DeLay, Christine Leigh Heyrman, Mark Lytl, Michael Stoff 5. Supplemental Material: When I was a Salve: Memoirs from the Slave Narative Collection (2002) by Norman R. Yetman 6. Specific Course Information a. 2013-14 Catalog Description This course covers American development from the era of discovery to the close of the Civil War. This course includes modules on the following topics: the colonial era; the young republic; westward expansion and sectionalism; and the Civil War and Reconstruction. b. Prerequisities: None c. Co-requisites: None 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. Learn basic facts of America history. ii. able to think cortically, recognize change over time & demonstrate an understanding how actions have consequences; iii. relate present-day issues & experiences to those of the past, in order to provide a better basis for personal responsibilities, appreciating challenges and possibilities of contemporary times b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) Knowledge of sources and methods of learning American history and develop global perspective and social responsibility by recognizing and remarking upon relationships between domestic and foreign affairs. 8. Brief List of Topics Covered in Course Course Introduction, Pre-course Assessment The First Civilizations of North America Old Words, New Worlds (Cont’d for two weeks) Colonization and Conflict in the South: Colonization and Conflict in the North Mosaic of Eighteenth-Century America Imperial Triumph, Imperial Crisis; American People and the American Revolution Crisis and Constitution and The Early Republic The Opening of America (Cont’d for two weeks) The Rise of Democracy Book Precis Due: When I was a Slave A Fire with Faith and The Old south Western Expansion and the Rise of the Slavery Issue The Union Broken and Total War and the Republic Reconstructing the Union (Cont’d for two weeks)

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Prepared by: Dr.Kisha T. Turner Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF HISTORY HISTORY TO 1876, HIST 1323 1. Course Number & Name: History to 1876, HIST 1323 2. Credits and Contact Hours: 3-Credit Hours, 3 Contact Hours 3. Instructor or Coordinator: Dr. Ralph Edward Morales III 4. Textbook: US: A Narrative History, Volume 2: Since 1865 (Paperback) by James West Davidson, Brian DeLay, Christine Leigh Heyrman, Mark Lytl, Michael Stoff 5. Supplemental Material: The Jungle (Paperback) by Upton Sinclair With the Old Breed at Peleliu and Okinawa (Paperback) by Eugene Sledge 6. Specific Course Information a. 2013-14 Catalog Description This course covers American development from the era of discovery to the close of the Civil War. This course includes modules on the following topics: the colonial era; the young republic; westward expansion and sectionalism; and the Civil War and Reconstruction. b. Prerequisites: None c. Co-requisites: None 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: The goal of this course is to contribute to students’ basic understanding of their individual roles and responsibilities in American society. By semester’s end, students should be conversant in myriad social, cultural, economic, and political forces that impacted the contemporary American experience. By the course’s culmination, students must be able to identify key figures, events, organizations, and possess an understanding of a basic historical narrative of contemporary US history. Finally students should possess the insight to discuss the historical antecedents to the struggle and strife that has become a mainstay of American domestic and foreign relations. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: a. Learn and Understand the basic facts of American History b. Be able to use critical thinking to understand the consequences of American policies c. Understand the links between the past and the present 8. Brief List of Topics Covered in Course The Union Reunited: Reconstruction & Recovery, the New South & the Old West; The Rise of the Cities & American Industries; American Unrest & Empire; The Progressives and American Reform The United States and the Great War Précis on Sinclair book American Prosperity and American Poverty The Depression and FDR’s America; American Foreign Policy & the Second World War, America and WWII (Cont’d); the Cold War and Post War Prosperity The Civil Rights movement and the American Left The Vietnam War The Rise of American Conservatism and the New Right Précis on Sledge Due The United States and the Post Cold War World

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Prepared by: Dr. Ralph Edward Morales III Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF MATHEMATICS CALCULUS I, MATH 1124 1. Course Number & Name: Calculus I, MATH 1124 (with Analytic Geometry I) 2. Credits and Contact Hours: 4-Credit Hours, 4-Contact Hours 3. Instructor or Coordinator: Dr. James Valles, Jr. 4. Textbook: Calculus; Ron Larson & Bruce H. Edwards 5. Supplemental Material: None 6. Specific Course Information a. 2013-14 Catalog Description Functions and graphs, limits and continuity, derivative of functions, Mean Value Theorem, applications of derivatives. Fundamental Theorem of Calculus and applications of integrals. b. Prerequisites: Grade of “C” or higher in both MATH 113 & Math 1123 or Math 1115; equivalently ready (passing the Honors Calculus Preparedness test administered by the Mathematics Department. (MATH2413) Transfer equivalent from Texas Community/Junior Colleges. c. Co-requisites: None 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. understand the calculations with analytic geometry equations ii. solve problems iii. understand the concepts of limits & evaluate & use them b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) an ability to apply knowledge of mathematics, science, and engineering Student outcome addressed in laboratory part of the course is: (b) an ability to design and conduct experiments, as well as to analyze and interpret data 8. Brief List of Topics Covered in Course Introduction, Understand mathematics of & apply vector algebra to solving physical problems Concepts of Limits, Evaluate & use limits in applications Define & work with continuous functions Compute Derivatives of Analytic, Trigonometric & transcendental functions & solve problems involving higher order implicit differentiation Solve optimization & other applied problems Investigate functions & sketch the corresponding graphs Evaluate certain integrals, know the substitution rule and apply the Fundamental Theorem of Calculus Syllabus states they are to read the Sections from August 24 through November 23 weekly for their weekly readings and turn-in their assignments weekly per the semester Calendar dictates and will take their tests on 9/28; 10/12; 11/16 and final will be given on Dec 12. Prepared by: Dr. James Valles, Jr. February 2016

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COLLEGES OF ARTS AND SCIENCES DEPARTMENT OF MATHEMATICS CALCULUS II, MATH 2024 1. Course Number & Name: CALCULUS II, MATH 2024-P06 (Calculus with Analytic Geometry II) 2. Credits and Contact Hours: 4-Credit Hours, 4-Contact Hours 3. Instructor or Coordinator: Dr. Dimitar Michev 4. Textbook: Calculus, 10th edition, by Ron Lasron and Bruce Edwards 5. Supplemental Material: None 6. Specific Course Information a. 2013-14 Catalog Description Applications of integrals, integration techniques, inverse functions, indeterminate forms, improper integrals, parametric equations, polar coordinates, infinite series, power series, Taylor series b. Prerequisites: Math 1124 or equivalent Co-requisites: None c. Course Designation: N/A 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. show mastery in the differential and integral techniques to deal with functions of a single variable; use a variety of techniques to integrate more complex integrals ii. apply integral calculus to solving a variety of scientific and applied problems, iii. understand the concept and applications of inverse functions iv. understand parametric equations of curves and equations of curves in polar coordinates; v. analyze sequences and series vi. find the interval of convergence of a power series vii. find Taylor or Maclaurim series for a functions and solve related applied problems viii. use power series to find derivatives & integrals & to solve other applied problems ix. apply calculus to solve selected problems that arise in mathematics, science, engineering, computer science, business and economics b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) an ability to apply knowledge of mathematics, science, and engineering 8. Brief List of Topics Covered in Course Introduction, Exponential and Other Transcendental Functions Exponential & Other Transcendental Functions Applications of Integration (Con't) Applications of Integration Integration Techniques (Con't) Integration Techniques (Con't) Integration Techniques Indeterminate Forms and L’Hopital’s Rule, Improper Integrals Infinite Series Conics, Parametric Equations & Polar Coordinates Partial Derivatives Iterated Integrals & Area in the Plane Double integrals & Volume

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Prepared by: Dr. Dimitar Michev Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DIFFERENTIAL EQUATIONS, MATH 2043 1. Course Number & Name: Differential Equations, MATH 2043 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Manouchehr Misaghian 4. Textbook: Difference & Differential Equations with Applications in Queuing Theory 5. Supplemental Material: None 6. Specific Course Information a. 2013-14 Catalog Description Ordinary differential equations with emphasis on first-order linear & higher order ordinary differential equations with constant coefficient and some non constant. b. Prerequisites: Math 2024, Calculus II **(Math 2320) Co-requisites: N/A c. Course Designation: 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: - Identify & distinguish ordinary & partial differential equations. - Use computer technology to solve differential equations & systems numerically & visualize & interpret their results - Realize that a real-world application problem could only be described well by differential equations which may involve lots of variables - Find general & particular solutions of first & second-order linear differential equations & solve linear systems of differential equations. - Show how to translate real-world problems or problems from the field of work, into the language of differential equations, solve the resulting differential equations subject to given conditions and interpret the solutions obtained. - Apply Generating functions Method to solve Difference & Differential-Difference Equations. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) an ability to apply knowledge of mathematics, science and engineering Student outcome addressed in laboratory part of the course is: (b) an ability to design and conduct experiments, as well as to analyze and interpret data 8. Brief List of Topics Covered in Course Basic concepts & Definitions, Existence & Uniqueness Separable Equations, Method of Solving Separable Differential Equations, Linear Differential Equations, Method of Solving a Linear First-Order Differential Equation Exact Differential Equations, Solution of the First ODE by Substitution Method. Reduction to Separation of Variables Applications of the First-Order ODEs Second-Order Homogeneous ODE Solving a Linear Homogeneous Second-Order Differential Equation The Second-Order Non-homogeneous Linear ODE with Constant Coefficients: Method of Undetermined Coefficients The Second-Order Non-homogeneous Linear ODE with Constant Coefficients: Variation of Parameters Method Differential-Difference Equations and Nonlinear Difference Equations

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Prepared by: Dr. Manouchehr Misaghian Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF MATHEMATICS DISCRETE MATHEMATICS, MATH 2053 1. Course Number & Name: Discrete Mathematics, MATH 2053 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Charles Odion 4. Textbook: Discrete Mathematics with Graph Theory, Third Edition; by Edgar G. Goodair & Michales M. Parmenter 5. Supplemental Material: None 6. Specific Course Information a. 2013-14 Catalog Description (3-0) 3 Credit hours. Designed to provide bridge between computational mathematics & theoretical mathematics.cTopics include induction & recursion, combinatorics, graph theory functions, proofs & logic. b. Prerequisites: Math 1124 (Calculus I) Co-requisites: None c. Course Designation: None 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i.understand & evaluate the fundamentals of mathematical logic that computer science & Math majors need to grasp & write the background of computer logic & artificial intelligence ii.use tolls of mathematical logic to solve & present more & more complex problems by learning machine instruction from prime use of flow charts to the writing & expression of complete algorithms for execution by the computer iii.have acquired elements of combinational & graph theory to highlight the role mathematics in the development of machine logic, artificial intelligence b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is : (a) an ability to apply knowledge of mathematics, science, and engineering 8. Brief List of Topics Covered in Course Introduction, Mathematical Logics; Compound statements; and/or implication, Proof in Mathematics: Direct, by contrapositive & by contradiction Student presentations interpret compound statements to class The Truth tables: implication, conjunction, disjunction & negation; The Algebra of propositions: DeMorgan’s Law; Logical arguments Sets; Operations on sets; and Binary Relations; Student presentations reflect the operations on sets; Equivalence Relations; Partial Orders Basic terminology; Inverses & Composition; One-to-one correspondence & Cardinality of a set; The division Algorithm; Divisibility & Euclidean Algorithm; The Prime Numbers; Congruence; Application of Congruence; Chinese Remainder Theorem/Cryptography Mathematical Induction; Recursively defined sequences Recurrence relations characteristic polynomial; Recurrence relations: Generating functions; Student’s presentations

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Prepared by: Dr Charles Odion Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF MATHEMATICS PROBABILITY & STATICS, MATH 3023 1. Course Number & Name: Probablility & Statics, MATH 3023 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Indika Wickramasinghe 4. Textbook: Advanced Mathematics for Engineers With Applications in Stochastic Processes; by A. M. Haghighi, J. Lian and D. P. Mishev 5. Specific Course Information a. 2013-14 Catalog Description Probably & Statics. (3-Credit semester hours). Descriptive and Inferential Statistics, Counting Techniques, Introduction to Probability Theory,, Applications of Bayes Theorem, Random Numbers, Random Variables, some Discrete and Continuous Random Variables, Mathematical Expectation, Measures of Central Tendency, Measures of Variation, Joint Probability Distributions, Covariance, Correlation, The Distribution of the Sample Mean and Variance, The Central Limit Theorem, Point and Interval Estimation, Hypothesis Testing on a single population, p-value, Hypothesis testing on Two Populations, Simple Linear regression. b. Prerequisites: Math 2024-Cal II Co-requisites: N/A 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. Define sample spaces, probability of an event, bayes’ Theorem and random variable; ii. Perform basic data analysis; iii. Find moments of a random variable, measures of Central tendency and variation; iv. Conduct a chi-square goodness-of-fit test and ANOVA; v. Linear Regression and Correlation Between Two Variables. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) an ability to apply knowledge of mathematical computation skills in probability and statics Student outcome addressed in laboratory part of the course is : (b) an ability to write mathematically rigorous proofs/perform advanced mathematical computations & distinguish uses of concepts in applied mathematics 8. Brief List of Topics Covered in Course Introduction, counting Techniques; Tree Diagrams; Conditional Probability & independence Law of Total Probability; Discrete Random Variables Discrete Probability Distributions; Random Vectors Conditional Distributions & Independence; Discrete Moments; Continuous Random Variable & Distributions Continuous Random Vectors; Functions of Random Variables Basic Statistical Concepts and Estimation; Testing of Statistical Hypotheses (on one mean & then two means in large and small samples,

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proportions & variances) ANOVA Linear Regression Prepared by: Dr. Indika Wickramasinghe Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF MATHEMATICS LINEAR ALGEBRA, MATH 3073 1. Course Number & Name: Linear Algebra, MATH 3073 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Jian-ao Lian 4. Textbook: Elementary Linear Algebra, 10th edition 5. Supplemental Material: None 6. Specific Course Information a. 2015-16 Catalog Description Linear Algebra. (3-0) Credit 3 semester hours. Systems of linear equations, matrices, real vector spaces, linear transformations, change of bases, determinants, eigenvalues and eigenvectors, diagonalization and inner product spaces. b. Prerequisites: MATH 2024 with grade of “C” or higher or Approval of the Mathematics Department Head Co-requisites: None c. Course Designation: Elective 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: - Solve linear systems of m equation in n unknown; perform basic matrix operations; perform algebraic matrix operations; work with special types of matrices including partitioned; reduce a matrix to Echelon form.; reduce a matrix to Reduce Row Echelon form; compute inverse of a square matrix A; (whenever the inverse exists). - Determine equivalent matrices. - Identify vector spaces and subspaces. - Determine whether a set of vectors are linearly independent or linearly dependent. - Determine a basis for a vector space. - Determine the rank of a matrix. - Determine the dimension of a vector space. - Determine isomorphic vector spaces. - Define the standard inner product spaces; apply the Gram-Schmidt process. - Define a linear transformation of a vector space V into a vector space W. - Determine the Kernel of a linear transformation. - Determine the range of a linear transformation. - Determine the matrix of a linear transformation. - Define the determinant of a square matrix; apply Cramer’s rule whenever possible. - Diagonalize a matrix (whenever possible). - Determine eigen values and eigen vectors. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: an ability to apply the knowledge of mathematics 8. Brief List of Topics Covered in Course Systems of Linear Equations and Matrices and Euclidean Vector Spaces General Vector Spaces Eigenvalues and Eigenvectors Inner Product Spaces and Diagonalization and Quadratic Forms General Linear Transformations

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Prepared by: Dr. Jian-ao Lian Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF MATHEMATICS MATHEMATICS FOR ENGINEERS, MATH 3685 1. Course Number & Name: MATHEMATICS FOR ENGINEERS, MATH 3685 2. Credits and Contact Hours: 5-Credit Hours, 5-Contact Hours 3. Instructor or Coordinator: Dr. Aliakbar M. Haghighi 4. Textbook: Advanced Mathematics for Engineers with Applications in Stochastic Processes; by Aliakbar m. Haghighi, Jin-ao Lian and Dimitar P. Mishev 5. Specific Course Information a. 2013-14 Catalog Description MATH 3685 (5-0) Credit 5 semester hours. Matrices and terminates, Vector Spaces, Eigen-values & Eigenvectors, Power Series, Laplace Transform, Fourier Series & Orthogonal functions; Multivariate functions; sample Space, Random Variables, Probability Distributions, Moments of a Random Variable, Sum of Independent Variables, Conditional Probability Law of large Numbers, Central Limit Theorem, Inference concerning Means, Variances & Proportions, Analysis of Variance, Statistical Content of Quality Improvement Programs, Reliability, Probabilistic description of Stochastic processes, Poisson Process, Simple Queuing Models in Engineering. b. Prerequisites: MATH 2043, Differential Equations I Co-requisites: N/A 6. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. Solve a multitude of power series, solve equations, linear systems, define inner product of two functions ii. Manipulate Fourier expansions; Find partial derivative & solve simple partial differential equations; iii. Perform basic data analysis; find moments of a random variable, measures of Central tendency and variations, conduct a chi-square goodness-of-fit test and ANOVA. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: an ability to apply knowledge of mathematics, science, and engineering 7. Brief List of Topics Covered in Course Introduction, Functions of Several Variables, Partial Derivatives, Gradient & Divergence, Functions of Complex Variables; Power Series & their Convergent Behavior; Real-Valued Taylor Series & McLaurin Series; Power Series Representatives of Analytic Functions; Vector Spaces & Orthogonality; Fourier Series & its Convergent Behavior; Fourier Cosine & Sine Series & Half-Range Expansions; Fourier Series & PDEs; Fourier Transform & Inverse Fourier Transform; Properties of Fourier Transform & Convolution Theorem; Definition of Laplace Transform & Inverse Laplace Transform, First Shifting theorem; Laplace Transform of Derivatives, Solving Initial-Value Problems by Laplace Transform; Heaviside Function & Second Shifting Theorem; Solving Initial-Value Problems w/Discontinuous Inputs; Short Impulse & Dirac's Delta Functions; Solving Initial Value Problem with Impulse Inputs; Application of Laplace Transform to Electric Circuits; Introduction; Counting Techniques; Tree Diagram,; Conditional Probability & Independence; Law of Total Probability; Discrete Random Variables; Discrete Probability Distributions, Random Vectors; Conditional Distribution & Independence; Discrete Moments; Continuous Random Variable & Distributions; Continuous Random

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Vectors, Functions of Random Variables; Basic Statistical Concepts, Estimation (Point & Interval); Testing of Statistical Hypotheses (on one mean, etc., & on two means, etc.) ANOVA, Analysis of Variance; Statistical Content of Quality Improvement Programs, Reliability, Linear Regression Review; The Single-Server Queuing Process; Balance Equations & Steady-State Probabilities, k-Server Queuing Process, Scheduling Problems, Sojourns & Transitions for Queuing Processes Prepared by: Dr. Aliakbar M. Haghighi Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF MATHEMATICS ADVANCED MATH FOR ENGINEERS, MATH 4173 1. Course Number & Name: Advanced Math for Engineers, MATH 4173 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Manouchehr Misaghian 4. Textbook: Advanced Mathematics for Engineers with Applications in Stochastic Stochastic Processes by Haghighi, Lian, Mishev, Nova Science; Publishers, November 2012 5. Specific Course Information a. 2013-14 Catalog Description (3-0) Credit 3 semester hours. Matrices & determinants, vector spaces, systems of linear equations, Eigenvalues & Eigenvectors; power series, Laplace transforms, Fourier series & orthogonal functions, numerical solutions to ordinary differential equations. b. Prerequisites: Math 2043 Differential Equations I Co-requisites: N/A 6. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. Appreciate the solution of many types of problems using (systems of) differential equation ii. Translate problems into the language of differential equations, iii. Understand the relevance of the initial & boundary value conditions imposed on equations. iv. Make physical interpretations of the elements of some differential equations or there solutions b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) the purpose of this course is to extend the idea & methods of ordinary differential equations & there solutions to include systems of equations & to expose students to the techniques of solving problems of the nature usually encountered in the fields of Engineering, Science & Advanced mathematics with the practical applications. 7. Brief List of Topics Covered in Course Introduction, Multivariable & the concept of the partial derivative; solution of simple partial differential; Equations; the wave, heat diffusion & Laplace equations. Functions of Complex Variable General power series, Radius & interval of convergence; Taylor Series & Maclaurin Series; Analytic Functions; Line Integral & Cauchy’s Integral Theorem Orthogonal functions; Strum Louisville problems; inner product of two functions; orthogonality of a set; Real-valued functions; norm & square norm of a function; Fourier coefficients & expansions; periodic extension of functions; half-range expansions; Fourier & Cosine series. Fourier series & partial differential Equations (PDE); Definition of Laplace Transform; Transform of the derivative of a function; Inverse Laplace Transform; Solution of initial value problems by Laplace transformation; definition & properties of convolution; The Convolution Theorem; Solving Initial-Value Problems with Discontinuous Inputs; short impulse & Dirac’s Delta Functions; Applications to electric circuits; Difference Equations & Systems of Differential-Difference Equations. First & Second Order Difference; Equations with Constant Coefficient; and Method of Generating Functions. Prepared by: Dr. Manouchehr Misaghian Date: February 2016

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COLLEGE OF ARTS & SCIENCES DEPARTMENT OF PHYSICS UNIVERSITY PHYSICS LAB I, PHYS 2511 1. Course Number & Name: UNIVERSITY PHYSICS LAB I, PHYS 2511 2. Credits and Contact Hours: 1-Credit Hours, 2-Contact Hours 3. Instructor or Coordinator: Dr. Xiaodong Hu 4. Textbook: PHYS 2511 Laboratory Manual available online 5. Supplemental Material: N/A 6. Specific Course Information a. 2013-14 Catalog Description This is a calculus-based physics laboratory with experiments on topics from classical mechanics b. Prerequisites: N/A Co-requisites: N/A 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. will have ‘hands-on’ experiences with the physical laws dealing with mechanics; ii.strengthen the student’s skills in the use of a laboratory, performing experiments, following safety procedures & reporting results. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) an ability to apply knowledge of mathematics, science, and engineering Student outcome addressed in laboratory part of the course is: (b) an ability to design and conduct experiments, as well as to analyze and interpret data 8. Brief List of Topics Covered in Course Introduction, Measurement & Calculation of Density Vectors on a Force Table Free-Fall & Projectile Motion; Static & Kinetic Friction; Centripetal Force; Hooke’s Law & Springs; Simple Pendulum; Ballistic Pendulum; Torque, Equilibrium & the Center of Gravity; Rotational Inertia Prepared by: Dr. Xiaodong Hu February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF PHYSICS UNIVERSITY PHYSICS I, PHYS 2513 1. Course Number & Name: UNIVERSITY PHYSICS I, PHYS I 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. M. Clay Hooper 4. Textbook: Everything’s an Argument, with Readings, Bedford/St.Martin. Other course materials are posted on eCourses 5. Supplemental Material: N/A 6. Specific Course Information a. 2013-14 Catalog Description Credit 3 semesters hours. A calculus-based introductory physics course for science & engineering students. Course includes measurement, Newton’s laws of motion statics dynamics, mechanical energy, momentum circular motion and selected topics from torque, modules, Newton universal law and fluid mechanics. b. Prerequisites: Prerequisite: MATH 1124 c. Co-requisites: N/A 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: -demonstrate knowledge of calculus and solve problems involving differential equations, integral equations and abstract manipulation of variables used to describes the laws of mechanics and motion -develop proficiency in the calculus methods of basic differential operations, derivatives, integral equations and the application of such methods to solving physics problems -develop proficiency in the calculus methods of basic differential operations, derivatives, integral equations and the application of such methods to solving physics problems -demonstrate knowledge by understanding the importance of specifying audience and purpose through the selection of appropriate communication tools -demonstrate knowledge and solve problems dealing with laws of motion and calculus-based techniques using complex interpretation of data and theories b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: (a) -demonstrate their mastery of physics notions through collecting and analyzing data, computer simulations, class-room discussions and participating effectively in groups with emphasis on reflective thinking. 8. Brief List of Topics Covered in Course Course Introduction, Overview Motion in a straight line Motion in two and three dimensions Force and Kinetic energy Work and Power Potential energy and energy conservation Gravitation and Momentum and Collisions Circular Motion and Rotation Static Equilibrium Oscillations and Waves Thermodynamics Prepared by: Dr. M. Clay Hooper Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DIVISION OF SOCIAL WORK, BEHAVIORAL AND POLITICAL SCIENCES TEXAS GOVERNMENT, POSC 1123 Course Number & Name: Texas Government, POSC 1123 Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours Instructor or Coordinator: Dr. Nathan K. Mitchell Textbook: Texas Politics, e-book version, The Texas Politics Project at Soomo Learning Recommended Text: N/A Specific Course Information 2013-14 Catalog Description Surveys the origin and development of the Texas Constitution; the structure and powers of Texas government, including the legislative, executive, and judicial branches; local government; areas of political participation and public policy in Texas. (GOVT 2306) Prerequisites: None Co-requisites: None Specific Goals for Course Specific Outcomes of Instruction The student will be able to: Explain the origin & development of the Texas constitution. Describe state & local political systems & their relationship with the federal government Separation of powers & checks & balances in both theory & practice in Texas Differentiate the structure & powers of the legislative, executive & judicial branches of Texas government Assess the role of public opinion, interest groups and political parties in Texas Analyze the state & local election process in Texas Identify the rights & responsibilities of citizens of Texas Criterion 3 Outcomes Addressed by Course Write a research paper critiquing an important policy issue in Texas Write an essay exam on debates & divisions surrounding a key policy issue in Texas Properly document a research paper with a reference list and in-text citations. c. Student outcome addressed in the lecture part of the course is: an ability to apply knowledge of Texas government Brief List of Topics Covered in Course Federal Constitution Review Texas Political Culture Texas Constitution The Legislative Process in Texas The Executive Branch/Bureaucracy in Texas The Governor or Texas Texas Justice and the Texas Judiciary Public Policy Local Government Elections, Campaigns, Voting and Political Parties Report on an Interest Group in Texas EC4 Assignment: Padlet Questions Prepared by: Dr. Nathan K. Mitchell Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF PHYSICS UNIVERSITY PHYSICS LAB II, PHYS 2521 1. Course Number & Name: University Physics Lab II, PHYS 2521 2. Credits and Contact Hours: 1-Credit Hours, 2-Contact Hours 3. Instructor or Coordinator: Dr. Gary Erickson 4. Textbook: Physics-II Laboratory, Electricity & Magnetism, Kendall-Hunt, 2015 5. Recommended Text: Physcis for Scientists & engineers, 6th Edition by Serway & Jewett; University Physics with Modern Physics 6. Specific Course Information a. 2013-14 Catalog Description Calculus-based physics laboratory to include experiments on determination of absolute zero, linear expansion, calorimetry, string standing waves, sound resonance, force of static electricity, Ohm's Law, color-coded resistors, resistors in series and parallel. RC-series transient circuit, RLC-series circuit, AC circuits, concave and convex lenses, and diffraction gratings. b. Prerequisites: None c. Co-requisites: None 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. understand capacitance and resistance in DC circuits and their roles in the storage and dissipation of electrical energy ii. demonstrate an RLC circuit and resonance. iii. understand the basic wave properties of light: reflection, refraction, interference, and diffraction iv. perform group experiments. Student outcome addressed in the lecture part of the course is: b. understand the relationship among electric force, field, and electric potential and to demonstrate the origin of magnetic field from electrical currents magnetic force, and Faraday’s law of induction and Lenz’s law. 8. Brief List of Topics Covered in Course Finding Absolute Zero Speed of Sound in Air Electric Potential & Field Mapping Ohm’s Law & Resistivity Series & Potential Laboratory work during the entire week RC Circuits Magnetic Induction RLC Circuit Reflection and Refraction of Laser Light Diffraction Grating Prepared by: Dr. M. Clay Hooper Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF PHYSICS UNIVERSITY PHYSICS, PHYS 2523 1. Course Number & Name: University Physics, PHYS 2523 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Kevin Storr 4. Textbook: University Physics with Modern Physics by Bauer and Westfall 5. Recommended Text: Physics for Scientists & Engineers, 6th edition, by Serway & Jewett, Physics for Scientists and Engineers, 4th edition by Giancoli 6. Specific Course Information a. 2013-14 Catalog Description Credit 3 semester hours. A writing course that emphasizes rhetorical analysis & critical thinking advanced research and documentation & writing extended arguments for academic audiences. Students will actively participate in peer workshops & demonstrate an awareness of academic research methods & ethics. Prerequisites: PHYS 2513 and MATH 2024 Co-requisites: N/A 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. understand the relationship among electric force and field, electric potential, kinetic and potential energy in conductors, insulators, and dielectrics. Students will understand the origin of electromagnetic radiation, or light, from the simultaneous application of Ampere’s and Faraday’s laws. ii. demonstrate the origin of magnetic field from electrical currents and be able to apply the Biot-Savart law and Ampere’s law, appropriately, to determine the magnetic field. Students will demonstrate knowledge of Faraday’s law of induction and Lenz’s law and its application to motors, generators, transformers, AC circuits, as well as the generation of eddy currents and understand capacitance and resistance in DC circuits and their roles in the storage and dissipation of electrical energy, understanding of Gauss’s law, its usage & limitation. b. Criterion 3 Outcomes Addressed by Course Student outcome addressed in the lecture part of the course is: a. will be able to describe the forces on and motion of charged particles in the presence of electric and magnetic fields, basic wave properties of light; reflection, refraction, interference & diffraction. 8. Brief List of Topics Covered in Course Electrostatics Electrostatics (Cont’d) Electric Fields & Gauss’s Law Electric Fields & Gauss’s Law (Cont’d) Capacitors Current & Resistance and Direct Current Circuits Magnetic Fields of Moving Charges Electromagnetic Induction Electromagnetic Induction (Cont’d) Electromagnetic Waves Reflection and Refraction of Light and Wave Optics Prepared by: Dr. M. Clay Hooper Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DIVISION OF SOCIAL WORK, BEHAVIORAL AND POLITICAL SCIENCES AMERICAN GOVERNMENT, POSC 1113 1. Course Number & Name: American Government, POSC 1113 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Tabitha S. M. Morton 4. Textbook: American Democracy Now, 4th edition, 2015, e-book version, by Harrison, Harris Deardorff 5. Recommended Text: Chemistry, 3rd edition by Gilbert, Kirss, Foster and Davies 6. Specific Course Information a. 2013-14 Catalog Description Surveys the origin and development of the U.S. Constitution; the structure and powers of the national government including the legislative, executive, and judicial branches; federalism; areas of political participation; the national election process; public policy; civil liberties and civil rights. b. Prerequisites: GOVT 2305 Co-requisites: None 7. Specific Goals for Course a. Specific Outcomes of Instruction The student will be able to: i. explain the origin and development of constitutional democracy in the U.S. ii. demonstrate knowledge of the federal system iii. describe separation of powers & checks & balances in both theory & practice in the U.S. iv. differentiate the structure & powers of the legislative, executive & judicial branches of the federal government v. assess the role of public opinion, interest groups & political parties in the political system vi. analyze the election process in the U.S. vii. identify the rights & responsibilities of citizens of the U.S. viii. write a research paper on a divisive constitutional issue for the U.S. x. good understanding of the electronic configuration of simple atoms, ions and molecules and have an appreciation for how the properties of substances are related to their electronic structure xi. able to draw Lewis of typical molecules, and relate these structures to molecular shape, geometry, bond polarity and electro negativity b. Criterion 3 Outcomes Addressed by Course - write a research paper on ad divisive constitutional issue for the U.S. - write an essay exam on the debates & divisions surrounding a key policy issue in the U.S. - properly document a research paper with a reference list & in-text citations Student outcome addressed in the lecture part of the course is: (a) an ability to apply knowledge of American Government 8. Brief List of Topics Covered in Course Course Interlocution: the US Constitution Federalism and The Legislative Branch – Congress Civil Liberties and Civil Rights Political Socialization & Public Opinion; Interest Groups The Presidency & the Federal Bureaucracy and The Federal Judiciary Political Parties; Elections, Campaigns & Voting and Domestic Policy Foreign Policy & National Security Prepared by: Dr. Tabitha S. M. Morton Date: February 2016

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COLLEGE OF ARTS AND SCIENCES DIVISION OF SOCIAL WORK, BEHAVIORAL AND POLITICAL SCIENCES TEXAS GOVERNMENT, POSC 1123 1. Course Number & Name: Texas Government, POSC 1123 2. Credits and Contact Hours: 3-Credit Hours, 3-Contact Hours 3. Instructor or Coordinator: Dr. Nathan K. Mitchell 4. Textbook: Texas Politics, e-book version, The Texas Politics Project at Soomo Learning 5. Recommended Text: N/A 6. Specific Course Information a. 2013-14 Catalog Description Surveys the origin and development of the Texas Constitution; the structure and powers of Texas government, including the legislative, executive, and judicial branches; local government; areas of political participation and public policy in Texas. (GOVT 2306) Prerequisites: None Co-requisites: None 7. Specific Goals for Course a.Specific Outcomes of Instruction The student will be able to: i. Explain the origin & development of the Texas constitution. ii. Describe state & local political systems & their relationship with the federal government iii. Separation of powers & checks & balances in both theory & practice in Texas iv. Differentiate the structure & powers of the legislative, executive & judicial branches of Texas government v. Assess the role of public opinion, interest groups and political parties in Texas vi. Analyze the state & local election process in Texas vii. Identify the rights & responsibilities of citizens of Texas b. Criterion 3 Outcomes Addressed by Course - Write a research paper critiquing an important policy issue in Texas - Write an essay exam on debates & divisions surrounding a key policy issue in Texas - Properly document a research paper with a reference list and in-text citations. c. Student outcome addressed in the lecture part of the course is: an ability to apply knowledge of Texas government 8. Brief List of Topics Covered in Course Federal Constitution Review Texas Political Culture Texas Constitution The Legislative Process in Texas The Executive Branch/Bureaucracy in Texas The Governor or Texas Texas Justice and the Texas Judiciary Public Policy and Local Government Elections, Campaigns, Voting and Political Parties Report on an Interest Group in Texas EC4 Assignment: Padlet Questions Prepared by: Dr. Nathan K. Mitchell Date: February 2016

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APPENDIX B – Curriculum Vitae CURRICULUM VITAE 1. Name: Warsame H. Ali Academic Rank: Associate Professor (Full Time) 2. Education: Ph.D. Electrical Engineering, 2004, University of Houston. Houston, Texas. M.S. General Engineering,1988, Prairie View A&M University, Prairie View, TX B.Sc. Electrical Engineering, 1986, King Saud University, Riyadh, Saudi Arabia 3. Academic Experience: 2011-Present Associate Professor 1/04- 6/11 Program Coordinator of the Electrical Engineering 9/08 - Present Director, Summer Engineering Education Camp. 6/06-8/06 Faculty Fellow, Texas Instrument 6/05-8/05 Faculty Fellow, NASA at Glenn Research Center 4. Non-Academic Experience: 1986 Saudi Consulting House 6/06-8/06 NASA at Glenn Research Center 6/06-8/06 Texas Instrument 5. Certification and professional registration: Eagle Tester Certification 6. Current Membership in Professional Organizations: (a) Member of IEEE, (b) Member of ASEE, (c) Member Sigma/XI 7. Honors & Awards

Certificate of Appreciation SEEC 2014 Certificate of Appreciation Math and Science workshop 2014 Certificate of Appreciation from NTA Research Program 1989 Certificate of outstanding research coordinator summer 1998 Deans award of teaching of teaching Computer Application 1997 Prairie View A&M University Competitive Award for outstanding student 1986 Certificate of being an Outstanding Graduate Student at PVAMU 1988 Certificate of Appreciation from NTA Research Program 1989

8. Service Activities (within and outside of the institution)

• Graduate Admission Committee (2009-2014). Auditing of Graduating Seniors • Undergraduate Students Coordinator (2007-Present) • Advising and Evaluating Transfer Students • A member of Administrative Staff Search Committee in hiring of Secretary (2008) • Department Scholarship Committee (Chair)(2004-2010) • CECSTR Scholarship Committee (2002-2010) • PHD Program Review for ECE Committee (2009-2014) • Lab Improvement Committee (2008-2014)

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• Preliminary examination Committee for PHD students (2008-2014) 9. Publications and Presentations from the Last Five Years i. Vasileios Galanis, Warsame H. Ali, Matthew N.O. Sadiku, Olesegun O. Odejide, Penrose Cofie ,

John H. Fuller, “Modeling of Obfuscation System For Smart Grid Data Privacy”, Journal Energy and Power Engineering,

ii. Zhang, Jian; Ali,Warsame; Fuller,John; leang-San Shieh,” Digital Controller Design for Time-delayed Bouc-Wen Hysteretic Systems”,

iii. Mamatha Gowda, Warsame H. Ali, Penrose Cofie, John Fuller, "Design Implementation of Speed Controller Using Extended Kalman Filter for PMSM" International Journal of Engineering Research & Technology, Volume 3,Issue. 05 , May - 2014 (Accepted)

iv. Warsame H. Ali, Yongpeng Zhang, Jian Zhang, John H. Fuller, Leang-San Shieh, “ Anti-Windup digital Control Design for Time-Delayed Analog Nonlinear Systems Using Approximated Scalar sign Function”, International Journal Circuits and System, January 16,2014, Vol5 No.1 (2014) Article ID:42071, 11 Pages, DOI: 10.4236/CS.2014.51005.

v. Mamatha Gowda, Warsame H. Ali, Penrose Cofie, John Fuller , "Design and Digital Implementation of Controller for PMSM Using Extended Kalman Filter" International Journal of Circuits and Systems, 2013, 4, 489-497 doi.org/10.4236/cs.2013.48064

vi. Warsame H. Ali, Mamatha Gowda, ,Penrose Cofie,John Fuller, "Design of a Speed Controller Using Extended Kalman Filter for PMSM", IEEE 57th International Midwest Symposium on Circuits and Systems, 2014

10. Professional Development Activities

• Hamid Nejati, Ahmad Beirami, and Warsame H. Ali, “Variability Analysis of Discrete-Time

Chaotic-Map Truly Random Number Generators”, IEEE Midwest Symp. on Circuits and Systems MWSCAS 2013, Ohio Union at the Ohio state University, Columbus, OH August 4-7 2013.

• Mahmood Barangi, Hamid Nejati, Ahmad Beirami, and Warsame H. Ali, “A Continuous-Time Sigma-Delta ADC with Tunable Pass-Band for Multi-Standard Applications”, IEEE Midwest Symp. on Circuits and Systems MWSCAS 2013, Ohio Union at the Ohio state University, Columbus, OH August 4-7 2013

• H. Dyball, “The next generation,” Electronics letters, vol. 48, no. 24, p. 1515, November 2012. • Babajide Kareem, Warsame Ali, Dhadesugoor Vaman, John Fuller, Penrose Cofie, “Dynamic

Movement of Reference Nodes for Improved Tracking Accuracy of Indoor Situational Awareness Systems”, International Congress for Global Science and Technology (ICGST) International Conference on Computer Science and Engineering, CSE-Dubai-12”. July 16- 18, 2012, Dubai, UAE.

W. Ali, Y. Zhang, P. Cofie, J. Zhang, and D. Vaman, "Digital controller design for analog MIMO systems with multiple I/O delays," The 24th Chinese Control and Decision Conference, pp. 39- 44, 2012.

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CURRICULUM VITAE 1. Name: Annamalai Annamalai Jr. Academic Rank: Professor (Full-Time) 2. Education: Ph.D., University of Victoria, British Columbia, 1999 M.A.Sc., University of Victoria, British Columbia, 1997 B.S.E.E., Science University of Malaysia, 1993 3. Academic Experience:

09/2013 - Present Prairie View A&M University, Professor, Dept. of Electrical and Computer Engineering, full-time

06/2010 - Present Prairie View A&M University, Director of CECSTR, full time 08/2006 - 08/2013 Prairie View A&M University, Associate Professor, Dept. of Electrical and

Computer Engineering, full-time 09/2006 – 08/2008 Virginia Tech, Adjunct Professor 01/2000 – 08/2006 Virginia Tech, Assistant Professor and Associate Director of MPRG, Bradley

Dept. of Electrical and Computer Engineering, full-time 01/1999 - 12/1999 University of Victoria, Post-Doctoral Research Fellow, full-time

4. Non-academic Experience 05/2009 - 07/2009 Air Force Research Laboratory (Rome, NY), Visiting Research Faculty 05/2008 - 08/2008 Air Force Research Laboratory (Rome, NY), ASEE/AFOSR Faculty Fellow 05/1993 - 04/1995 Motorola (Land Mobile Products Sector), RF Design Engineer, full-time 5. Current Membership in Professional Organizations Chief Faculty Advisor of Tau Beta Pi Engineering Honor Society (Texas Kappa Chapter)

Member of the IEEE and the ACM Professional Societies 6. Honors & Awards Best Paper Award at the Malaysia International Conference on Communications, 2015

Roy G. Perry College of Engineering Outstanding Faculty Researcher of the Year Award, 2011 Air Force Research Laboratory Information Directorate Faculty Fellow, 2009 ASEE/AFOSR Faculty Fellow, 2009 IEEE Leon Kirchmayer Prize Paper Award, 2001

7. Service Activities (within and outside of the institution) • Editor-in-Chief: International Journal of Wireless & Mobile Networks, 2013 - present • Editorial Board Member: Hidawi Journal of Computer Networks and Communications,

International Journal of Computer Networks and Communications, International Journal of Emerging Trends in Signal Processing, Chinese Journal of Engineering

• Director of Center of Excellence for Communication Systems Technology Research, 2010 – present

• Chief Faculty Advisor of Tau Beta Pi Engineering Honor Society (Texas Kappa Chapter), 2009 - present

• National Science Foundation Proposal Review Panelist, 2001 – present • 2015 IEEE Global Telecommunications Conference (GLOBECOM’15) Organizing

Committee: Workshops Co-Chair

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• International Advisory Committee: Journal of Emerging Trends in Signal Processing • Judge, International Sustainable World (Energy, Engineering & Environment) Project

Olympiad, 2008 – present 8. Selected Publications and Presentations from the Last Five Years

i. A. Annamalai, O. Olaluwe and E. Adebola, “Chapter 14: Analyzing the Ergodic Secrecy Rates of Cooperative Amplify-and-Forward Relay Networks over Generalized Fading Channels” in Emerging Trends in ICT Security by Babak Akhgar & Hamid R. Arabnia, Morgan & Kauffman Publisher: pp. 227 – 243.

ii. A. Annamalai, “New Exponential-Type Integral Representations of the Generalized Marcum Q-Function of Real-Order with Applications,” Proc. 12th IEEE Malaysia International Conference on Communications, Kuching, Malaysia, Nov. 23-26, 2015.

iii. E. Adebola and A. Annamalai, “Some New Results on the Asymptotic Analysis for Diversity Receivers,” Proc. 12th IEEE Malaysia International Conference on Communications, 23-26 November 2015, Kuching, Malaysia.

iv. E. Adebola and A. Annamalai, “On the Performance of Energy Detectors in Generalized Fading Environments,” Proc. IEEE Military Communications Conference, 26-28 October 2015, Tampa, Florida, pp. 1536-1541.

v. B. Modi, O. Olabiyi, A. Annamalai and R. C. Palat, “Ergodic Capacity Analysis of Cooperative Amplify-and-Forward Relay Networks over Generalized Fading Channels with Limited Channel Side Information,” Wiley Journal of Wireless Communications and Mobile Computing, Vol. 15, Issue 8, June 2015, pp. 1259 – 1273.

vi. M. Patel and A. Annamalai, “A Novel Uncoded SER/BER Estimation Method,” International Journal of Wireless & Mobile Networks, Vol. 7, No. 3, June 2015, pp. 89-96.

vii. M. Patel and A. Annamalai, “A New Channel Coding Technique to Approach the Channel Capacity,” International Journal of Wireless & Mobile Networks, Vol. 7, No. 1, February 2015, pp. 23-42.

viii. E. Adebola, A. Olaluwe and A. Annamalai, “Partial Area Under the Receiver Operating Characteristics Curves of Diversity-Enabled Energy Detectors in Generalised Fading Channels,” IET Communications, DOI: 10.1049/iet-com.2013.1070, Feb. 2014, pp. 1-11.

ix. E. Adebola and A. Annamalai, “Unified Analysis of Energy Detectors with Diversity Reception in Generalised Fading Channels,” IET Communications, DOI: 10.1049/iet-com.2014.0199, July 2014, pp. 1-10.

x. A. Annamalai and E. Adebola, “Asymptotic Analysis of Digital Modulations in κ–μ, η–μ and α–μ Fading Channels,” IET Communications, DOI: 10.1049/iet-com.2014.0388, July 2014, pp. 1-14.

9. Selected Professional Development Activities • IEEE Military Communications Conference, 26-28 October 2015, Tampa, FL: Attended and

presented a technical paper as well as a tutorial entitled, ‘Simple and General Parameterization of the Physical Layer Performance of Wireless Networks’.

• IEEE Malaysia International Conference on Communications, 23-26 November 2015, Kuching, Sarawak, Malaysia: Attended and presented two technical papers as well as a tutorial entitled, ‘Cross-Layer Design of Cooperative Wireless Networks’.

• IEEE Military Communications Conference, October 2014, Baltimore, MD: Attended and presented three technical papers as well as a tutorial entitled, ‘Cross-Layer Design of Cooperative Wireless Networks’.

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CURRICULUM VITAE 1. Name: John Okyere Attia Academic Rank: Professor (Full-time) 2. Education: Ph.D. (Electrical Engineering) University of Houston, Texas, 1984. M.S. (Electrical Engineering) University of Toronto, Canada, 1978. B.S. (Electrical Engineering) University of Science and Technology, Ghana, 1974. 3. Academic Experience: TEACHING 1997- present Professor of Electrical and Computer Engineering 1988-1997 Associate Professor of Electrical and Computer Engineering 1984-1988 Assistant Professor of Electrical and Computer Engineering 1999- 2003 Adjunct Prof., Department of Electrical Engineering, Texas A&M

University ADMINISTRATION 1997-2013 Head of Electrical and Computer Engineering Department 1995-1997 Interim Head of Electrical and Computer Engineering Department 1995-2000 Associate Director, Center of Applied Radiation Research (CARR)

4. Non-academic Experience 3M TelComm Product Division, Austin, June 1988 to August 1988 AT&T Bell Laboratory, Allentown, June 1986 to August 1986 AT&T Bell Laboratory, Allentown, June 1985 to August 1985. 5. Certification and professional registration: PE (Texas #66109) 6. Current Membership in Professional Organizations: (a) Senior Member of IEEE, (b) Member of ASEE, 7. Honors & Awards Torch Bearer - Exemplary University Achiever (1995) Prairie View A&M University Leader Award (1992) Prairie View A&M University New Achiever Award (1991) Excellence in Teaching Award (1984 and 1990) Member of Sigma Xi, The Scientific Research Honor Society Member Eta Kappa Nu, Electrical Engineering Honor Society Member of Tau Beta Pi, National Engineering Honor Society Member of Phi Kappa Phi, National Honor Society 8. Service Activities (within and outside of the institution) Advisor to Texas Kappa Chapter of the Tau Beta Pi Honor Society (1984 to present) ABET EAC Commissioner (2015 to present) ABET Program Evaluator (2002 to 2008, 2009 to 2015)

Member of IEEE Committee on Engineering Accreditation Activities (2011 to 2015) Chair, MS Thesis and PhD Dissertation Manual (2012 to 2013)

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Chair, Tenure and Promotion Committee of the ECE Department (2014-2016) Chair, Search Committee for Department Head of Computer Science (2011 – 2013)

9. Publications and Presentations from the Last Five Years BOOKS (Authored 6 books and 4 book chapters). The recent books/book chapters are:

J. Attia, “PSPICE and MATLAB for Electronics: An Integrated Approach,” 2nd Edition, CRC Press, 2010. ISBN: 978-1-4200-8658-4

J. Attia, “Electronics and Circuit Analysis Using MATLAB,” 2nd Edition, CRC Press, 2004. ISBN: 0-8493-1892-0.

OTHER PUBLICATIONS M. Faruk, R. Wilkins, R.C. Dwivedi, D. Kalaria, M. Patel, S. Binzaid and J.O. Attia, Proton and Neutron Radiation Effects Studies on MOSFET Transistors for Potential Deep-Space Mission Applications, Proceedings of the 2012 IEEE Aerospace Conference, Big Sky, Montana, March 2012. J. Kamto, L. Qian, J. Fuller, J. Attia, Light –Weight Key Distribution and Management for Advanced Metering Infrastructure, in Proceeding s of IEEE International Workshop on Communications Technologies for Secure, Reliable, and Sustainable Smart Grids, Dec. 2011, Houston, TX, USA Ozegbe J. Chukwuma and John Attia, Single Event Transients in Scaled CMOS Operational Amplifiers, Proceedings of 10th European Conference on Radiation Effects on Components and Systems (RADECS 2009), Bruges, Belgium, September 14 – 18, 2009. S. Binzaid and J. O. Attia, “Compound Active-Region-Cutout-Enclosed-Layout-Transistor for Space Electronic Applications”, International Review of Physics, Vol. 3, No. 4, pp. 250-255, August 2009.

10. Professional Development Activities Briefly list the most recent professional development activities

Attended ASEE Conference and Exposition at Indianapolis from June 14 to June 18, 2014. During the conference, I completed a short course on the “Use of MATLAB for Renewable Energy” Attended NSF/ONR/DOE Electric Energy Systems Curriculum Workshop that took place at Napa, CA, from February 6 to 9, 2014. Participated in the Experimental Centric Based Engineering Curriculum Workshop that took place at Tuskegee University from December 12 to 14, 2014. Participated in the FPGA Workshop that took place on the campus of PVAMU from June 30 to July 1, 2014. Attended the Smart Grid Workshop that took place at TAMU-College Station on April 8, 2014.

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CURRICULUM VITAE 1. Name: Penrose Cofie Academic Rank: Instructor 2. Education: Ph.D. (Electrical Engineering), University of Houston, 2010.

M.S.E.E, Texas A&M University, College Station, 1983. Diploma E.E., University of Essen, West German, 1978. B.S.E.E, University of Science and Technology, Ghana, 1971.

3. Academic Experience: 1987 - Present Prairie View A&M University, Instructor of Electrical Engineering-

Teaching and research. 1983 - 1988, Texas A&M University, teaching assistant.

4. Non-academic Experience: 1993 - 1993 Texas Instruments, Dallas; Researching on Integrated Circuit Chips

and electrostatic Discharge 1978- 1981 Milton & Richards Consulting Engineer Monrovia. Senior Projects Electr Engnr responsible for design and supervision of electrical. projects. 1976 -1978 Steag. AG., Essen, Germany; Electrical. Distribution Engineer 1976 -1971 Ghana Electricity Corporation; Electrical Distribution Engineer. 5: Certification and professional registration: PE (Texas), Certified TABE Administrator 6: Current Membership in Professional Organizations: Member IEEE, Member Sigma Xi, Member Researchgate Member the National Scholars Honors Society

7. Honors & Awards 1990/91- Outstanding Electrical Engineering Faculty

1991/92- Outstanding Electrical Engineering Faculty 1991/92- Outstanding Overall Faculty, College of Engineering & Arch d. 1993/94- Outstanding Electrical Engineering Faculty 1993/94- Lockheed Fort Worth Co. Award for Excellence in Teaching 1994- Leader and Distinguished Service to Higher Education

1996- National Institute for Staff and Organizational Development, (NISOD) Award of Excellence in teaching 2001-National Engineers Week Award for Outstanding contribution on Solar Car Project

2001-Thermal Science Research Center Award of Excellence, in Recognition of contributions towards the design and enhancement of Center's research facilities, 2001. 2002- Outstanding Electrical Engineering Faculty, Prairie View A&M University.

8. Service Activities (within and outside of the institution) • IEEE local counselor • .Houston Community College Adult Educator • IEEE, Control System Technology and Wiley Optimal Control Journals reviewer

9. Publications from Last Five Years Chang Y. P., Shieh L. S., Liu C. and Cofie P.’ Optimal Digital PID Plus State-Feedback Controller Design for MIMO Analog Systems with Multiple Delays in States, Input and Outputs” J of Circuits Systems and Signal Processing 2010.

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Zhang Y., Cofie P., Akujuobi C. Ajuzie A. N., and Xia C. “ Real-time network induced delay compensation with digital redesign technique,” IEEE/ASME ICAM Conference, Montreal, Canada, July 6-9, 2010. Zhang Y., Cofie P., Ajuzie N. A., “ Real-time random delay compensation with prediction-based digital redesign,” ISA Transactions 2010. Ali W., Cofie P., Zhang J., Varman D. “ Digital Controller Design for Analog MIMO Systems with Multiple I/O Delays” 24th Chinese Control and Decision Conference , Jan 2012. Kareem B., Ali W., Varman D., Fuller J., Cofie P. “ Dynamic Movement of Reference Nodes for Improved Tracking Accuracy of Indoor Situational Awareness Systems” Inter Congr for Global Science and Tech, UAE July 2012. Gowda M., Cofie P, Ali W., Fuller J. “Design and Digital Implementation of Controller for PMSM Using Extended Kalman Filter” Circuits and Systems Jan 2013 04(08):489-497, DOI:10, 4236/cs,2013, 48064 Gowda M., Cofie P, Ali W., Fuller J. “Design Implementation of Speed Controller Using Extended Kalman Filter for PMSM” Midwest Symposium on Circuits and Systems May 2014, vol. 3 Issue 05, pp. 490-497. Boyd R. D., May A. M., Cofie P., Martin R. “High Heat Flux Removal Measurements in a Single-side Heated Mono-block Flow Channel with Helical Wire Insert” May 2014, IEEE 41st International Conference on Plasma Sciences (ICOPS) and (BEAMS), Washington DC, USA. Emanuel S. K., Ali W., Cofie P., Fuller J. “Design Implementation of Low-Pass, High-Pass and Band-Pass Finite Impulse Response (FIR) Filters Using FPGA, Circuits and Systems 01/2015, 06(02):30-48. DOI.10.4236/cs 2015.62004 Olukayode A. A., Ali W., Cofie P., Fuller J., Obiomon P., Emmanuel S. K. “ Analysis of the Loadflow Problem in Power System Planning Studies” Energy and Power Engineering 01/2015: 07(10):509-523. DOI:10.4236/epe.2015.710048 ,

10. Professional Development Activities • Midwest Symposium on Circuits and Systems,, College Station, Texas August 2014. • GE Leadership Conference , GE Oil and Gas, Houston, Texas October 2014 • GE Student Leadership Conf., GE Water and Power, Houston, Texas October 2014 • ASEE-GSW Annual Conference, UTPA – June 2010

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CURRICULUM VITAE 1. Name: Suxia Cui Academic Rank: Associate Professor (Full-time) 2. Education: B.S.E.E., Beijing University of Technology, Beijing, China, June 1996.

M.S.E.E., Beijing University of Technology, Beijing, China, June 1999. Ph.D., Computer Engineering , Mississippi State University, August 2003. 3. Academic Experience: Sept. 2012– present Associate Professor –Department of Electrical & Computer

Engineering, Prairie View A&M University, Jan. 2009 – Aug. 2012 Assistant Professor –Department of Electrical & Computer Engineering,

Prairie View A&M University, Aug. 2003 – Dec. 2008 Assistant Professor – Department of Engineering Technology,

Prairie View A&M University,

4. Current Membership in Professional Organizations: (a) Senior Member of IEEE, (b) Member of ASEE, (c) Member of HKN 5. Publications • S. Cui, Y. Wang, X. Qian, and Z. Deng, “Image Processing Techniques in Shockwave Detection

and Modeling,” Journal of Signal and Information Processing, vol. 4, No. 3B, pp. 109-113, 2013 • S. Cui, Y. Wang, Y. Yang, F. M. Nave, K. T. Harris, “Connecting Incoming Freshmen With

Engineering Through Hands-On Projects,” American Journal of Engineering Education, vol. 2, No. 2, pp. 31-41, 2011.

• Y. Wang, S. Cui, E. Risch, Y. Lan, J. Lian, and K. Lee, “Enhance Multi-Disciplinary Experience for Agriculture and Engineering Students with Agriculture Robotics Project,” 2014 ASEE Gulf Southwest Annual Conference, New Orleans, LA, Mar. 2-4, 2014. http://asee-gsw.tulane.edu/pdf/enhance-multi-disciplinary-experience-for-agriculture-and-engineering-students-with-agriculture-robotics-project.pdf

• A. Lodgher, Y. Yang, and S. Cui, “Increasing the Aptitude and Confidence for Computer Science and Engineering in Texas Rural High Schools,” 2014 ASEE Gulf Southwest Annual Conference, New Orleans, LA, Mar. 2-4, 2014. http://asee-gsw.tulane.edu/pdf/increasing-the-aptitude-and-confidence-for-computer-science-and-engineering-in-texas-rural-high-schools.pdf

• Y. Wang, Y. Lan, Y. Zheng, K. Lee, S. Cui, and J. Lian, “A UGV-Based Laser Scanner System for Measuring Tree Geometric Characteristics,” in Proceedings of 2013 SPIE International Symposium on Photoelectronic Detection and Imaging, Vol. 8905, Beijing China, June 25-27, 2013, doi: 10.1117/12.2042341.

• S. Cui, Y. Wang, and A. Kumar, “Introduce Computer Engineering to Middle School Students through a Science Project,” in Proceedings of ASEE 120th Annual Conference & Exposition, Atlanta, Georgia, June 23-26, 2013.

• S. Cui and Y. Wang, “Develop a Multi-platform Information and Communication Technology System for Precision Agriculture”, in Proceedings of 2013 International Symposium on Computer Science and Electrical Engineering, June 14-16, 2013, Beijing, China.

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• S. Cui, Y. Yang, and A. Lodgher, “Media Computation Project for High School Students,” in Proceedings of the 2012 Hawaii University International Conferences, Honolulu, Hawaii, July 2012.

• Y. Wang, S. Cui, and J. Lian, “Construction of Agricultural Robot Platform,” in Proceedings of the 2012 Hawaii University International Conferences, Honolulu, Hawaii, July 2012.

• Y. Zhang, S. Cui, D.R.Vaman, “Optimized Compressive Image Sensing System over Mobile Wireless Noisy Channel,” in Proceedings of the 2012 International Conference on Image Processing, Computer Vision, & Pattern Recognition, Las Vegas, Nevada, July 2012.

• S. O. Aboagye, S. Cui, “Hyperspectral Image Feature Extraction and Selection Using Empirical Mode Decomposition PCA,” in Proceedings of the 2012 International Conference on Image Processing, Computer Vision, & Pattern Recognition, Las Vegas, Nevada, July 2012.

• A. Famodimu, S. Cui, Y. Wang, and C. M. Akujuobi, “Block-based Video Compressive Sensing with Exploration of Local Sparsity,” in Proceedings of the 2012 International Conference on Image Processing, Computer Vision, & Pattern Recognition, Las Vegas, Nevada, July 2012.

• Y. Wang, Y. Lan, J. Lian, and S. Cui, “Broaden Engineering Technology Students’ Knowledge through Hands-on with Motion Robotics,” ASEE 119th Annual Conference & Exposition, San Antonio, Texas, June 10-13, 2012.

6. Grants and Contracts • PI, “Targeted Infusion Project: Enriching Computing Curricula through HPC Teaching and

Research,” NSF-HBCU-UP-TIP, $399,834, September 2013—August 2016. • PI, “MRI: Acquisition of a High Performance Computer Cluster for Multidisciplinary

Computational Research at Prairie View A&M University,” NSF-MRI, $394,222, October 2012—September 2015.

• PI, “Establish an Intelligent Equipment Lab for Precision Agriculture at Prairie View A&M University,” Department of Agriculture, $299,974, September 2012—August 2015.

• Co-PI, “Building Computing Aptitude, Confidence, and Engagement for Students (Computing ACES),” NSF BPC-DP, $599,085, Mar. 2010—Feb. 2015.

• PI, “Advancing Research on Hyperspectral Image Classification,” PVAMU 2013 mini-grant, $20,000, June 2013—December 2013.

• Co-PI, “Development and Validation of Nozzle Operation Map and an Image Processing Algorithm for the Operation of Mach 4 Supersonic Wind Tunnel at AAMU,” NSF ADVANCED-PAID SEED grant, $20,000, Aug. 2012—July 2013.

• PI, “Enhance Image and Video Coding Research at Prairie View A&M University”, NSF ADVANCED-PAID SEED grant, $10,000, June 2011—May 2012.

• Co-PI, “The ARO Center of Battlefield LOS/BLOS Lethality Research (CBLLR),” ARO, $520,000, Mar. 2010 – Sept. 2011.

• Co-PI, “Targeted Infusion Project: Engineering Technology Undergraduate Laboratories Enhancement with Graphical Development Tool,” NSF HBCU-UP, $149,916, Sept. 2008—Aug. 2011.

• Senior personnel, “Enhance Mixed Signal and DSP labs in Engineering Technology Department,” Department of Education, $805,000, Sept. 2006 – Dec. 2008.

187

CURRICULUM VITAE

1. Name: (Mr.) Ramesh C Dwivedi, P. E. (Inactive) Academic Rank: Part time Adjunct Instructor

2. Education : Bachelor’s degree in Electrical Engineering, May1968 Indian Institute of Technology Kanpur, India Masters in Engineering Science, Dec1971 Lamar University, Beaumont Texas1971 Graduate Courses University 1985 Sampled Data Controls, Advanced Digital Logic, Microprocessor Interfacing University of Houston

3. Academic experience: Assistant Professor-Non Tenure Track 1984-1989 College of Technology, Main Campus, University of Houston Assistant Professor, Tenure-Track, 1989-1996 Engineering Technology Department Prairie View A&M University Research Specialist, 1996-2013 (NASA) Center for Applied Radiation Research (CARR &CRESSE) Prairie View A&M University Sandia National Laboratory, Albuquerque, New Mexico Faculty Summer Intern for 1991, 1992, 1993, 1994, 1995

4. Non-academic experience: Senior Control Systems Engineer 1982-1984 Bechtel Power Corporation STP Nuclear Plant Brown & Root Inc. 1980-1982 Control Systems Engineer, STP Nuclear Plant Teledyne Exploration, Inc. 1974-19980 Project Engineer Houston, Texas Durham Technical College 1972-1974 Electronic Instructor

5. Current membership in professional organizations:

Member IEEE Registered Professional Engineer (PE) state of Texas

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6. Honors and awards: U. S. Patent: #4,040,000

Solid State High Energy Electrical Switch for under Sea Water Electric Discharge Seismic Generator

7. Publications and Presentations from the past five years:

Publications: 1. Proton radiation hardness of single-nanowire transistors using robust organic gate Nano dielectrics Sanghyun Ju, Kangho Lee, David B. Janes, Ramesh C. Dwivedi, Habibah Baffour-Awuah, R. Wilkins, Myung-Han Yoon, Antonio Facchetti, and Tobin J. Mark Appl. Phys. Lett. 89, 073510 (2006) 2. Automated Parametric Tests for Novel Semiconductor Materials and Devices Sabino Torres (Senior), Jonathan Miller, Ramesh C. Dwivedi, Padmini Periaswamy, Mohan Ketkar, R. Wilkins, and R.K. Pandey Proceedings of the 2006 ASEE Gulf-Southwest Conference Southern University and A&M College Copy © 2006, American Society of Engineering Education 3. Effects of high-dose 40 MeV proton irradiation on the electroluminescent and electrical performance of InGaN light-emitting diodes Rohit Khanna, K. K. Allums, C. R. Abernathy, S. J. Pearton, Jihyun Kim, F. Ren, R. Dwivedi, T. N. Fogarty, and R. Wilkins Appl. Phys. Lett. 85, 3131 (2004) 4. “Neutron Dosimetry Using Tissue Equivalent and Silicon Equivalent Proportional Counters for Eight High-Energy Neutron Spectra”, B. Gersey, R. Wilkins, H. Huff, R. Dwivedi, D. Woods and R. Singleterry, Jr., 14th Space Radiation Health Investigator’s Workshop, April 27-30, 2003, League City, Texas, pp 73-75.

8. Professional Development Activities: Attended FPGA workshop at Prairie View A&M University 2015

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CURRICULUM VITAE 1. Name: Justin Foreman Academic Rank: Professor (Adjunct) 2. Education: B.Sc., EE., Prairie View A&M University, May 1995

M.S., EE., University of Wisconsin, Madison, August 1997. Ph.D., E.E., North Carolina A&T State University, 2004. 3. Academic Experience:

9/2014-Present Prairie View A&M University, Adjunct Instructor, Electrical E engineering 3/2014-8/2014 ITT Technical Institute, Adjunct Instructor, Electronics 7/2013- Present Lone Star College, North Harris, Adjunct Instructor, Electronics

4. Non-academic Experience: 3/2009-10/2009 GeoControl Systems/Jacobs Technology ESCG Contract/ NASA Johnson Space Center, Houston, TX, Electrical Power Systems Engineer 12/2006-3/2009 GeoControl Systems/Jacobs Technology ESCG Contract/ NASA Johnson Space Center, Houston, TX- Systems Engineer, Test Engineer, Test Director, Electrical/Facilities Engineer 7/2004-8/2005 National Research Council Postdoctoral Research Associateship at NASA Langley Research Center, Hampton, VA, Postdoctoral Research Associate 5/2001-8/2001 Corning Incorporated, Corning, NY, Applied Research- Summer Intern 5/2000-8/2000 Corning Incorporated, Corning, NY, Fundamental Research- Summer Intern 5. Certification and professional registration: C++Programming Certification- Lone Star College 6. Honors & Awards: Johnson Space Center Team Member Award-2009 7. Service Activities :

• Participation in Video Production Team in Religious Organization • Tutored young adults in math/science • Mentored undergrad and High School student in doctoral research

8. Professional Development Activities: Attended workshops related to effective classroom management and teaching effectiveness

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CURRICULUM VITAE 1. Name: Dr. John H. Fuller Academic Rank: Professor (Full-time) 2. Education: Ph.D. in Electrical Engineering, University of Missouri, Columbia, 1977

M.S. in Electrical Engineering, University of Missouri, Columbia, 1974 B.S. in Electrical Engineering, Prairie View A&M University, 1969

3. Academic Experience: Dept. Head and Assoc. Prof. of Elec. Engr., Prairie View A&M University, 1977-1995 Interim Dean, College of Engineering, Prairie View A&M University, 1995-1997 Professor of Electrical Engineering, Prairie View A&M University, 1995-Present Acting Head of Civil Engineering (Jan-July, 2004) Fulbright Faculty Fellow (China – Summer 2005) Teaching assistant in the Elec. Engr. Depart. at the Univ. of Missouri-Columbia (1773 – 1974)

4. Non-academic Experience Engineering Consultant – Bell Telephone Laboratories, Holmdel, New Jersey (Summer 1981)

Engineer: Bendix Corporation, Kansas City, Mo. (1969-1973) Proposal Reviewer for National Science Foundation

5. Certification and professional registration: Registered Professional Engineer in the State of Texas 6. Current Membership in Professional Organizations: Member of IEEE

Tau Beta Pi (Engineering Honor Society) Eta Kappa Nu (National Electrical Engineering Honor society) Sigma Xi (Scientific Research Society)

National Society of Professional Engineers Texas Society of Professional Engineers 7. Honors & Awards Elected Faculty Senator from the College of Engineering for the period 1998-2000. Re-elected for the 2000-2002 period. Recognized by the College of Engineering for outstanding contribution to the Solar car project at Prairie View A&M University. Fall 2000 Outstanding Faculty and Staff Award. July 10, 2003, 29th National Alumni Convention, Arlington, Virginia. Prairie View A&M University National Alumni Association. Excellence in Service Award for the 2011-2012 academic year, presented by the Roy G. Perry College of Engineering, Prairie View A&M University, February 18, 2013. Excellence in Research Award for the 2011-2012 academic year, presented by the Roy G. Perry College of Engineering, Prairie View A&M University, February 18, 2013. General Dynamics Excellence in Teaching Award for the 1981-82 academic year. White House Initiative Award for Excellence in Science and Technology. September 25-27, 1988, United States Department of Education, Washington, D. C.. Outstanding Administrator, College of Engineering and Architecture, 1994-95. 8. Service Activities (within and outside of the institution)

Graduate Coordinator, ECE Department (Sept. 2008 – 2015) Director of Solar Car Competition (1997 – 2000) Judge at the I-SWEEP international competition in Houston, Texas

9. Publications and Presentations from the Last Five Years • Augustine Ajuzie, John Fuller, Yangpeng Zhang, Warsame Ali, Jian Zhang, “Network-

Induced Delay Compensation with Digital Redesigned PAM/PWM Controller”, 2012 International

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Conference on Power Systems Operation and Planning, January 15-19, 2012 jomo Kenyatta University of Agriculture and Technology Nairobi, Kenya.

• Babajide Kareem, Warsame Ali, Dhadesugoor Vaman, John Fuller, Penrose Cofie, “Dynamic Movement of Reference Nodes for Improved Tracking Accuracy of Indoor Situational Awareness Systems”, International Conference on Computer Science and Engineering, CSE-Dubai-12”. July 16- 18, 2012, Dubai, UAE.

• Jian Zhang, Warsame Ali, Youngpeng Zhang, Leang-san Shieh, John Fuller, “System Modeling for Non-smooth Dynamic Systems with Approximated Scalar Sign Function”, International Congress for Global Science and Technology (ICGST) International Conference on Computer Science and Engineering, CSE-Dubai-12”. July 16 - 18, 2012, Dubai, UAE.

• Joseph Kampto, Lijun Qian, John Fuller, John Attia, Yi Qian ,” Key Distribution and Management for Power Aggregation and Accountability in Advance Metering Infrastructure”, IEEE SmartGridComm 2012 Symposium-Security, November 5-8 2012, Tainan City, Taiwan.

• Lijun Qian, John Fuller, Ing Chang, “Quickest Detection of Nuclear Radiation using a Sensor Network”, IEEE Technologies for Homeland Security 2012, November 2012, Boston, Massachusetts.

• Samson Olewe, Dr. Warsame H. Ali, Dr. John Attia, John Fuller, and Penrose Cofie, “ A Three Phase Induction Motor Integral Plus State Feedback Optimal Controller Based on Vector Control Algorithm”, International Conference on Computer Science and Engineering, CSE-Dubai-12”. July 16 - 18, 2012, Dubai, UAE.

• L. Qian, J. Fuller, Cheslan Simpson (2013), “A Community Sensing Framework for Threat Detection in Metropolitan Area”, IEEE Conference on Homeland Security Technologies, November 11-14, 2013, Westin Hotel 70 Third Avenue, Waltham, MA 02154 US.

• Warsame H. Ali, Yongpeng Zhang, Jian Zhang, John H. Fuller, Leang-San Shieh, “ Anti-Windup Digital Control Design for Time-Delayed Analog Nonlinear Systems Using Approximated Scalar Sign Function”, Circuit and Systems, 2014, 5, 27-37.

• Mamatha Gowda, Warsame H. Ali, Penrose Cofie, John Fuller, “ Design and Digital Implementation of Controller for PMSM Using Extended Kalman Filter”, Circuit and Systems, 2013, 4, 489-497.

• Vasileios Galanis1, Warsame H. Ali, Matthew N.O. Sadiku, Olesegun O. dejide , Penrose Cofie , John H. Fuller, “Modeling of Obfuscation for Smart Meter Data Privacy” , Energy and Power Engineering, 2013.

• Mamatha Gowda, Warsame H. Ali,Penrose Cofie, John Fuller, "Design Implementation of Speed Controller Using Extended Kalman Filter for PMSM" International Journal of Engineering Research & Technology, Volume. 3 , Issue. 04 , April - 2014

• Mamatha Gowda,Warsame H. Ali,Penrose Cofie,John Fuller, "Design of a Speed Controller Using Extended Kalman Filter for PMSM" IEEE 57th International Midwest Symposium on Circuits and Systems, 2014

• Emmanuel S. Kolawole, Warsame H. Ali, Penrose Cofie, John Fuller, C. Tolliver, Pamela Obiomon, ‘Design and Implementation of Low-Pass, High-Pass and Band-Pass Finite Impulse Response (FIR) Filters Using FPGA,’ Circuits and Systems, 2015, 6, 30-48, Published Online February 2015 in SciRes. http://www.scirp.org/journal/cs http://dx.doi.org/10.4236/cs.2015.62004

10. Professional Development Activities Briefly list the most recent professional development activities

ONR-EPRI-AEP one week faculty workshop at Oregon State Univ., summer of 2009. University Industry Technical Interchange, Salt Lake City, Utah on December 2 – 4, 2008

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How to Recruit Graduate Students: Getting the Results You Want. A two day seminar given to graduate and professional school personnel. Sponsored by Graduate and Professional School Enrollment Management Corporation located in Franklin, Tennessee

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CURRICULUM VITAE 1. Name: Kelvin Kirby Academic Rank: Associate Professor (Full Time) 2. Education:

Doctor of Engineering, Engineering, Texas A&M University (1998) Master of Engineering, Electrical-Computer Engineering, Texas A&M University (1987) Bachelor of Science, Electrical Engineering, Prairie View A&M University (PVAMU - 1978) Combined Arms Services Staff School (9 weeks), U. S. Army Command and General Staff College (1989) Materiel Acquisition Management Course (20 weeks), U. S. Army Logistics Management College (1988) Teleprocessing Operations Officer Course (Two Quarters), U. S. Air Force Institute of Technology (1985) Communications Electronics Officer Advance Course (20 weeks), U. S. Army Communications School (1985) Communications Electronics Officer Basic Course (20 weeks), U. S. Army Communications School (1979)

3. Academic Experience: September 2004 - Present Associate Professor, Electrical & Computer Engineering July 2010 - August 2011 Interim Department Head, Engineering Technology September 2007 - February 2009 Interim Assistant Dean, College of Engineering, PVAMU August 2005 - August 2007 Associate Vice President for Student Affairs, PVAMU 4. Non-Academic Experience:

October 1999 - August 2010 Program Manager, STEM Enhancement Program, PVAMU June 1998 - Present Deputy and Managing Director, NASA Center for Applied Radiation Research (CARR) and Center for Radiation Engineering and Science for Space Exploration (CRESSE), PVAMU June 1998 - August 2007 U.S. Navy – Reserve Duty Military Service as Campus Liaison Officer for Navy Recruiting District of Houston, Texa

5. Certification and professional registration: None 6. Current Membership in Professional Organizations: (a) Member of IEEE (b) Member of ASEE 7. Honors & Awards

November 2013 Collegiate 100 Men and Women, Leadership, Service and Education Award February 2012 Outstanding Faculty Service Award for the Roy G. Perry College of Engineering November 2011 NSBE Vanguard Award for Region V Fall Regional Conference November 2010 Omega Psi Phi Fraternity, Heritage Award for Military & Educational Service June 2009 Houston Area Urban League Heritage Award July 2007 Prairie View A&M University National Alumni Association Outstanding Faculty/Staff Award at the 33rd National Convention

8. Service Activities (within and outside of the institution) • PhD Preliminary Exam Committee (2013-2016) • Committee Chair for hiring Adjunct Faculty (2014-2015) • Committee Chair for hiring Assistant Professor (2014-2015) • A member of University College, Faculty Advisement Coordinators (FAC) (2014-2016) • Department Student Grievance Committee – Chair (2015-2016)

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• Freshman Advisor, ECE Department (2013-2016) • Computer Engineering Curriculum Committee (2014-2016) • University Faculty Pre-termination Hearing Committee – Chair (2014-2015) • Board Member, Citizens Against the Landfill in Hempstead (CALH), (2013-2016) • Board of Trustees, Mount Corinth Missionary Baptist Church, Hempstead, Texas

9. Publications and Presentations from the Last Five Years i. “ASEE First-Year Program Division Workshop: Improving First-Year Engineering Student Retention, Success and Time to Graduation”, 122nd ASEE Annual Conference & Exposition, Seattle, Washington, Sunday June 14, 2015, 9:00am to 12:00pm, Steffen Peuker, Raymond Landis, Kelvin Kirby, and Nova Alexandria Glinski Schauss. ii. “Confessions of First Year Engineering Students: How I Need to Change,” 6th Annual First Year Engineering Experience, Texas A&M University, August 2014. iii. “Improving the Transition for High School and Transfer Students to the First Semester Engineering Course Experience” 6th Annual First Year Engineering Experience, Texas A&M University, August 2014. iv. “Keeping it Real: A Principal and Teacher’s Guide for Implementing School-Based STARR Curriculum Standards” a Workbook on STAAR End of Course Assessment for Algebra I”, P. Miller, F. Frazier, K. Kirby, and F. Frazier, Educational Press, 2014. ISBN: 978-0-9834914-6-0 v. “Modeling of the Multiplication and Division of Rational Numbers,” Dr. Freddie L. Frazier and Dr. Kelvin Kirby, Conference for the Advancement of Mathematics Teaching (CAMT 2014), July 21-23, 2014. vi. “Common Mistakes Made by Students,” IEEE Potentials Magazine, Matthew N. O. Sadiku, Sarhan M. Musa, and Kelvin Kirby, July/August 2012. 10. Professional Development Activities

• Microprocessor Workshop - ARM, University of Houston • Participation in ASEE Workshops and IEEE Activities • Workshop: Getting Students to Focus on Learning Instead of Grades. PVAMU Center for

Teaching Excellence • National Conference: NSF Louis Stokes Alliance for Minority Participation • Workshops and Conferences concerning First Year Engineering Students • Proposal and Grant Writing

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CURRICULUM VITAE Name: Siew T. Koay Academic Rank: Professor of Electrical and Computer Engineering, Prairie View A&M University, Prairie View, TX 77446 Education: Ph.D., Statistics, University of California at Berkeley, California; May 1971 (Advisor: Prof. David Blackwell) M.S.E.E., University of Toledo, Toledo, Ohio; May 1964 B.S.E.E., University of Toronto, Toronto, Canada; May 1963 Academic Experience: 9/99 – Present: Professor of Electrical Engineering, Prairie View A&M University 9/84 – 8/99: Associate Professor of Electrical Engineering, Prairie View A&M University 9/85 - 5/87: Director of Computer Science Program, Joint Appointment as Associate Professor of Electrical Engineering and Computer Science, Prairie View A&M University 9/1996 - 5/2014: Assistant to Dr. John O. Attia, Head of Department of Electrical & Computer Engineering, PVAMU, Prairie View, Texas. 9/2002 - 8/2010: Ph.D. Program Coordinator, Department of Electrical & Computer Engineering, PVAMU, Prairie View, Texas. 9/76 - 8/84: Associate Professor, Department of Mathematical Sciences, University of Arkansas 9/71 - 8/76: Assistant Professor, Department of Mathematics, Mississippi Valley State University 5/65 - 9/69: Research Assistant, University of California at Berkeley Non-academic Experience: 6/81 - 8/81: NASA-ASEE Faculty Research Fellow, Goddard Space Flight Center Research Topic: “Computer Science: Key to a Space Program Renaissance” 6/80 - 8/80: Faculty Research Fellow, Lawrence Livermore National Laboratory Research Topic: “Development of “3-Dimensional Computer Modeling of Fields and Particles” 6/79 - 8/79: NASA-ASEE Faculty Research Fellow, Langley Research Center Research Topic: “Avionics: Projections for Civil Aviation 1995-2000” 6/78 - 8/78: NASA-ASEE Faculty Research Fellow, Langley Research Center Research Topic: “Air Cargo: An Integrated Systems View” 6/77 - 8/77: NASA-ASEE Faculty Research Fellow, Marshall Space Flight Center Research Topic: “Planning for Materials Processing in Space” 6/64 - 1/65: Electrical Engineer, Haughton Elevator Company, Toledo, Ohio 5/63 - 9/63: Electronics Engineer, De Havilland Aircraft of Canada, Ontario, Canada C. Publications in the Last five Years: Most Related Publication: 1. Sharmistha Khan, Dhadesugoor R. Vaman, Siew T. Koay, "Highly Reliable Multi-Service

Provisioning Using Sequential Prediction of Zone and PL&T Tracking of Nodes in Mobile Networks", International Journal of Wireless & Mobile Networks (IJWMN), Vol. 6, No. 4, August, 2014.

2. Sharmistha Khan, Golam R. Khan, Dhadesugoor R. Vaman, Siew T. Koay, Suxia Cui, "Analyzing The Performance of the Dynamic Position Location and Tracking (D-PL&T) of

Mobile Nodes Using Omni Directional Antenna in MANET", International Journey of Computer Networks and Communications (IJCNC), Vol. 7, No. 4, July 2015.

3. D. R. Vaman, S. T. Koay, Y. Zhang, T. Li, “Real Time Distributed Tri-Mode Control of Coefficient of Variance for High Quality of Service End-to-End Voice/IP Application”, Proceedings of IEEE ICFCC 2010, paper 377, Wuhan, China, June 3 – 5, 2010.

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4. D. R. Vaman, S. T. Koay, “Handling of Multi-path Fading Using a Simple and Least Complex KV Transform Coding Technique with Low BER Performance at Low Eb/N0 in Bandwidth Starved Wireless Networks”, Journal of Recent Patents on Electrical Engineering, Bentham Science Publishers (Invited Paper).

Current Research Interests: Real Time 3-D Tracking of Mobile Objects and Transform Coding in Communication. Ph.D. Research Advisor: Dr. Sharmistha Khan completed her Ph.D. degree requirement in May, 2015. Dissertation Title: Highly Reliable Multi-Service Provisioning Using Sequential Prediction of Zone and PL&T Tracking of Nodes in Mobile Networks" Dr. Prebesh Dongol completed his Ph.D. degree requirement in May, 2015. Dissertation Title: End-to-End Quality of Service Assurance for Multi-Service Provisioning. Honors & awards: Awarded, "Excellence in Teaching", General Dynamics, 1988. Awarded, “Excellence in Service”, College of Engineering, Prairie View A&M University, December 2001 Nominated by Dr. Charles A. Hines, sixth president of PVAMU, to the “Resource Panel in Energy Related Science & Engineering”, Texas International Education Consortium, 1997 Major funded research projects: (As Co-PI, PI: Dr. D. R. Vaman ) 1. HBCU NSF-RISE Modeling and Design of Robust Scalable Network Architecture for QoS

assured Multi-service Applications, $992,706, NSF 2009 – 2012. 2. ARO Battlefield Capability Enhancement for Line-of-Sight and Beyond Line-of-Sight Lethality,

$2.262 Million, ARO 2004 – 2009. Current funded research project (As Co-PI, PI: Dr. Cajetan M. Akujuobi) Received TAMU Chancellor's Research Initiative award in the amount of four million dollars for

three years for a research project to establish an Advanced Telecommunications and Cyber Security Institute which will be joined by three highly visible researchers: Dr. Victor Lawrence from Stevens Institute and two others, forming a formidable team to articulate and enhance research areas and lead the institute to a preeminent center.

Professional Development Activities in the Last Five Years Ongoing research collaboration with colleagues on a. Koay-Vaman Transform coding b. Analytical modeling for spatial tracking of mobile objects for real time applications Institutional and Professional Service in the Last Five Years Served as Assistant to Dr. John Attia, Head of ECE Department Served as Computer Engineering Program Coordinator Served as Computer Engineering Curriculum Coordinator Served as Undergraduate and Graduate Advisor Served as Chair of Computer Engineering Curriculum Committee Served on ECE Faculty Search Committee Served on ECE Board of Examiners for Ph.D. Preliminary Examinations Served on Ph.D. Dissertation Advisory Committees Serve on M.S. Thesis Advisory Committees Served on ECE and COE Tenure and Promotion Committees for Associate Professor Rank Served on ECE and COE Promotion Committees for Professor Rank Served on ECE and COE Post-Tenure Review Committees Served on COE Curriculum Committee

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CURRICULUM VITAE 1. Name: A. Anil Kumar Academic Rank: Professor (Full Time) 2. Education: Osmania University, Hyderabad, India Physics B.Sc. 1971 Indian Institute of Technology, New Delhi Physics M.Sc. 1973 Indian Institute of Science, Bangalore Physics Ph.D.1978 3. Academic Experience: 1996-present Professor, Department of ECE, Prairie View A&M University 2001-2011 Department Head, Physics 2001-2003 Associate Dean, College of Arts & Sciences 1998-2001 Director of Research & Special Assistant to the President for Science & Technology 1997-1998 Associate Dean for Research, College of Engineering 1989-1996 Associate Professor, Electrical Engineering 1986-1989 Assistant Professor, Electrical Engineering 1985-1986 Visiting Lecturer, Electrical Engineering 9/83-8/85 Visiting Assistant Professor - Texas A&M University, 2/78-5/79 Research Fellow, University of Warwick, England, Physics 5/79-10/79 Visiting Research Fellow, ESIS Program, University de Liege, Belgium 10/79-8/81 Research Associate, Simon Fraser University, Canada 9/81-8/83 Professional Associate, University of Manitoba, Canada 4. Non-Academic Experience: None. 5. Certification and Professional Registration: None. 6. Current Membership in Professional Organizations: Member, AAAS (American Association for the Advancement of Science) 7. Honors and Awards (selected list): One of five faculty members in the TAMU System to have received the Distinguished Achievement Award from the Board of Regents (2004) Recipient of the Thurgood Marshall College Fund’s Outstanding Achievement Award for School Reform (2009) 2012 Harmony Public Schools Public Servant Award General Dynamics Award for Excellence in Teaching, 1988 IEEE Regional Branch Award for Outstanding Service to a Student Organization, 1992 General Dynamics Award for Excellence in Teaching, 1992 8. Service Activities (within and outside of the institution) • Member, NSF Review Panels (frequent) • Member, international delegation of the Thurgood Marshall College Fund • Member, Physics EOC (End Of Course) Standards Panel, Texas Education Agency • Judge, I-SWEEEP (International Sustainable World Project Olympiad (Energy, Engineering & Environment)

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• Reviewer, Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) Science Review Committee (2014) 9. Publications and Presentations from the Last Five Years A.A. Kumar and D. Choe, Developing Creating and Critical Thinking Skills Through Enhancing Fluid Intelligence, Presentation at the ME by SEA Conference, TAMU-Corpus Christi, June 2016 A.A. Kumar and D. Choe, Developing Creating and Critical Thinking Skills Through Changing Paradigms: Practices in Student Preparation in STEAM Disciplines – Presentation at Annual TMCF MUPI, Atlanta, April 2014. (with Dr. Doeun Choe) A.A. Kumar and D. Choe, Developing Creating and Critical Thinking Skills Through , Future Shock Recurring? Or How Do We Prepare Our Students For The Future? - Presentation at Annual TMCF MUPI, New Orleans, March 2013 A.A. Kumar, Developing Creating and Critical Thinking Skills Through Project Based Learning: Levels of Cognition and Rigor: Practices in Student Preparation in STEM Disciplines, Presentation at the ME by SEA Conference, TAMU-Corpus Christi, June 2014. Ordinary Problems, Extraordinary Solutions, presented at the Math and Science Collaborative Meeting, Grapevine, Texas, November 2011. Software/Hardware Systems Under Development (Under Consideration for Technology Transfer): CSPIFF - Circuit Simulation Program In the Presence of Fatal Faults for reliability and fault-tolerance of large scale electronic systems CSIM - Communication Systems Simulator for simulation of arbitrary communication systems BCHS – Bone Conduction Headset – a novel communication system designed for NASA-JSC and demonstrated at NASA JSC Inspection Days ’99. 10. Professional Development Activities: Travelled to China, Malaysia and Singapore as a member of the Thurgood Marshall College Fund Delegation

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CURRICULUM VITAE 1. Name: Xiangfang (Lindsey) Li, Ph.D Academic Rank: Assistant Professor (Full-time) 2. Education: University Degree Area Graduation Year Beihang University B.E., with highest honor 1993 Beihang University M.E., Electrical Engineering 1996 Rutgers University M.S., Electrical and Computer Eng. 2003 Rutgers University Ph.D., Electrical and Computer Eng. 2007 3. Academic Experience: 2013-present: Assistant Professor, Department of Electrical & Computer Engineering, Roy G. Perry

College of Engineering, Prairie View A&M University 2009-2012: Associate Research Scientist, Bioinformatics Training Program supported by NIH,

Department of Electrical & Computer Engineering, Texas A&M University. 2008-2009: Adjunct Professor of the Department of Electrical & Computer Engineering at Prairie

View A&M University. 4. Non-academic Experience 1996-2000: Member of Technical Staff, Civil Aviation Computer Information Center of China. 5. Certification and professional registration: MCP & MCP+I & MCSE: Microsoft Certified Professional Systems Engineer, Certified since 1999, MCP ID#1602398 6. Current Membership in Professional Organizations: (a) Member of IEEE, (b) Member of AACR 7. Honors & Awards

– Aug. 2009 – Aug. 2012 NCI Postdoctoral Bioinformatics Training Grant – Sep. 2001 - Sep. 2003 Primary Research Assistant supported by NSF funding – 2002 Student travel award to Allerton conference – Sep. 1989 - Jul. 1992 “People Scholarship” for three consecutive years, awarded by

Beihang University 8. Service Activities (within and outside of the institution)

– Member of the Technical Program Committee of conferences of IEEE ICC 2007,2009, IEEE Globecom 2007,2008,2009, IEEE Gensips 2012, 2014

– Associate editor for Eurasip Journal on Bioinformatics and Systems Biology – Reviewers of many conferences and journals – Served at more than 16 committees since joined PVAMU

9. Publications and Presentations from the Last Five Years Journal Papers & Book Chapters

1. X. Li, M. Bittner, and E. Dougherty (2012). “A Systems Biology Approach in Therapeutic Response Study for Different Dosing Regimens - a Modeling Study of Drug Effects on Tumor Growth Using Hybrid Systems”, Cancer Informatics, pp. 41-60, 2012:11 PMID:22442626, Feb. 27, 2012.

2. X. Li, L. Qian, M. Bittner, and E. Dougherty (2011). "Characterization of Drug Efficacy Regions Based on Dosage and Frequency Schedules", IEEE Transactions On Biomedical Engineering, pp. 488-498, vol. 58, no. 3, PMID: 21095860, Mar. 2011.

3. L. Qian, H. Wang and X. Li (2011). "Genetic Regulatory Networks Inference: Combining a genetic programming and H∞ Filtering Approach", Chapter 7 in Applied Statistics for

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Network Biology: Methods in Systems Biology, pp. 133-153, Wiley, ISBN: 978-3-527-32750-8, June 2011.

4. Conference Papers (recent) 5. W. Oduola, X. Li, L. Qian, C. Duan, F. Wu, E. Dougherty (2016). “Analysis and Control of

Genetic Regulatory Systems with Switched Drug Inputs,” IEEE International Conference on Biomedical and Health Informatics, February 24-27, 2016, Las Vegas, NV, USA.

6. X. Li, L. Qian, and S. Bamgbose (2015). “Sensitivity of kinetic rate variables in signaling pathways to drug responses”, CPRIT Innovations in Cancer Prevention and Research Conference, Nov 9-11, 2015, Austin, TX, USA.

7. X. Li and L. Qian (2015). “Drug Effects Modeling on Tumor Growth”, CPRIT Innovations in Cancer Prevention and Research Conference, Nov 9-11, 2015, Austin, TX, USA.

8. X. Li and L. Qian (2015). “Multiscale Drug Effects Modeling using Applied Systems Pharmacology”, Symposia on Cancer Research, Oct 8-9, 2015, MD Anderson Cancer Center, Houston, TX, USA.

9. H. Jafari, X. Li, L. Qian, and Y. Chen (2015). “Community Based Sensing: A Test Bed for Environment Air Quality Monitoring using Smartphone paired Sensors”, IEEE Sarnoff Symposium, Sep 20-22, 2015, Newark, NJ, USA.

10. O. Omotere, W. Oduola, N. Zou, X. Li, L. Qian, and D. Kataria (2015). “Distributed Spectrum Monitoring and Surveillance using a Cognitive Radio based Testbed”, IEEE International Conference on Advanced Networks and Telecommunications Systems (ANTS), Dec 15-18, 2015, Kolkata, India.

11. X. Li, S. Ogedengbe, L. Qian, and E. Dougherty (2014). “Sensitivity Analysis For Drug Effect Study: an NF-kB Pathway Example”, IEEE International Workshop on Genomic Signal Processing and Statistics (GENSIPS 2014), Dec. 2014, Atlanta.

12. W. Oduola, L. Qian, X. Li, Z. Han (2014). “Power Control for Device-to-Device Communications as an Underlay to Cellular System”, in Proc. of IEEE ICC, Sydney, Australia.

13. W. Oduola, L. Qian, X. Li (2014). “Femtocell as a Relay with Application of Physical Layer Network Coding”, in Proc. of IEEE Consumer Communications and Networking Conference (CCNC), Jan 10-13, Las Vegas, NV, USA.

14. X. Li, L. Qian, and E. Dougherty (2013). “Identification of Molecularly Targeted Drug Effect Coefficient Using H∞ Filter”, IEEE Global Conference on Signal and Information Processing (GlobalSIP), Austin, USA, Dec. 3-5, 2013.

15. X. Li, L. Qian, M. Bittner, and E. Dougherty (2013). “Drug Effect Study on Proliferation and Survival Pathways on Cell Line-based Platform: a Stochastic Hybrid Systems Approach”, IEEE International Workshop on Genomic Signal Processing and Statistics (GENSIPS 2013), accepted, Houston, USA, Nov. 17-19, 2013.

10. Professional Development Activities – Funding and Grants 1. Title: Computational Biology and Bioengineering Research Lab at Prairie View A&M

University : Role: Co-Principal Investigator 2. Funding Agency: Texas A&M University System Chancellor’s Research Initiative (CRI) 3. Amount of Grant: $6,900,000; Time Period: Aug.2015 - Aug.2018 4. Title: Center of Excellence in Research and Education for Big Military Data Intelligence

(CREDIT);Role: Co- Principal Investigator;Funding Agency: Department of Defense 5. Amount of Grant: $5,000,000; Time Period: 2015 – 2020 6. Title: CRII: SCH: Modeling and Analysis of Genetic Regulatory Networks under Drug

Perturbation; Role: Principal Investigator (PI) 7. Funding Agency: U.S. National Science Foundation (NSF) 8. Amount of Grant: $175,000; Time Period: Aug.2015 - Aug.2017

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CURRICULUM VITAE 1. Name: Pamela Obiomon

2. Education :

University of Texas at Arlington B.S. Electrical Engineering 1990 Prairie View A & M University M.S. Engineering 1993 Texas A & M University Ph.D Electrical Engineering 2003

3. Academic experience:

2016-present Department Head Electrical and Computer Engineering Department 2016-present Full Professor, Prairie View A&M University 2013-2016 Interim Department Head Electrical and Computer Engineering Department 2009-2016 Associate Professor, Prairie View A&M University 2004-2010 Wireless Integrated Microsystems (WIMS) Engineering Research Center

Faculty Member, University of Michigan, Ann Arbor 2003-2009

Assistant Professor, Prairie View A&M University

1998-1999 Adjunct Professor, Rochester Institute of Technology

4. Non-academic experience: 2000-2002

Lead Data Processing System Hardware Engineer, Shuttle Avionics Integration Lab, United Space Alliance, Johnson Space Center

1994 Software Evaluator, Texas Engineering Experiment Station

5. Current membership in professional organizations: Member Eta Kappa Nu, Electrical Engineering Honor Society Member of the Texas State Board of Education Tuning Committee Co-Chairman of the Electrical Engineering Committee Member Institute of Electrical and Electronic Engineers (IEEE) – (Advisor) Prairie View Chapter Member IEEE Women in Engineering, Member National Society of Black Engineers (NSBE) Member Women in Engineering Programs and Advocates Network (WEPAN) Member Society of Women Engineers (SWE) – Prairie View Chapter Advise Member National Academic Advising Association (NACADA)

6. Honors and awards:

2013-2014

Electrical Engineering Advisory Board Member - Galveston Community College

2011-2012

Epsilon Gamma Iota Award: Most Outstanding Electrical Engineering Professor

2010-2011

Epsilon Gamma Iota Award: Outstanding Professor of the Year

2007 Teacher of the Year Award for the College of Engineering 2002 United Space Alliance Monthly Award for Team Work, Johnson Space Center 2001 Quest for Excellence Award, United Space Alliance, Johnson Space Center

7. Service activities:

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2013-2016 Interim Department Head Electrical and Computer Engineering 2014 Working on an Articulation Agreement Richland Community College 2014 College Hiring Committee - Department Head Mechanical Engr 2014 College Hiring Committee - Program Director 2014 Tulane University, Panel - You’re Racing a Robot, 2014 AGEP Conference, Panelist - Pathway to Professoriate –“Faculty Roles and

Expectations at Different Types of Institutions 2014 Obiomon, P., “PhD Personals: From Decision to Destiny”, TAMUS 10th Annual

Symposium, Houston, Texas, Feb 13-14, 2013 College Hiring Committee - Department Head Civil Engr 2013 College Tenure and Promotion Committee 2012 STEM Conference Women of Color at Texas A&M 2009-2013 Freshman Advisor

8. Briefly list the most important publications and presentations from the past five years:

Publications: i. Suxia Cui, Pamela Obiomon, Development of a Decision Support System for

Precision Agriculture, IJERT, Volume 4, Issue 10, Oct 2015 ii. Emmanuel S. Kolawole, Warsame H. Ali, Penrose Cofie, John Fuller, C. Tolliver,

Pamela Obiomon, Design and Implementation of Low-Pass, High-Pass and Band-Pass Finite Impulse Response (FIR) Filters Using FPGA, Circuits and Systems, Scientific Research Publishing, Feb. 2015

iii. Sarhan M. Musa, Mahamadou Tembely, Matthew N. O. Sadiku, and Pamela H. Obiomon, Modeling and Simulation of Queuing Scheduling Disciplines on Packet Delivery for Next Generation Internet Streaming Applications, International Journal of Computer and Information Technology (ISSN: 2279 – 0764) Volume 03 – Issue 02, March 2014.

iv. Sarhan M. Musa, Matthew N. O. Sadiku and Pamela H. Obiomon, Integrated Circuit Interconnect Lines on Lossy Silicon Substrate with Finite Element Method, Int. Journal of Engineering Research and Applications, ISSN : 2248-9622, Vol. 4, Issue 1( Version 5), January 2014, pp.17-21.

Presentations i. Obiomon, P., “Rapid Prototyping with FPGAs”, High School Teacher Counselor

Workshop, Prairie View A&M University, July 2014 ii. Obiomon, P., “Membrane Vaccine Delivery and FPGA-Based Bacteria Detection and

Monitoring System”, Defense Threat Reduction Agency (DTRA),Washington, DC, April, 2014

9. Briefly list the most recent professional development activities:

2014 Google, “Women Techmakers” , Mountain View, California 2012 XILINX FPGA design course Dallas, Texas 2011 Software training from L3 Communications using NASA developed

software (TRICK) at NASA

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CURRICULUM VITAE 1. Name: Lijun Qian Academic Rank: Professor (Full-time) 2. Education:

Tsinghua University, Beijing, China Electrical Engr. B.E., 1993

The Technion - Israel Institute of Tech, Israel Electrical Engr. M.S.E.E., 1996

Rutgers - The State University of New Jersey, USA Electrical Engr. Ph.D., 2001 3. Academic Experience: Sep. 2013 - present Professor, Department of ECE, Prairie View A&M University Apr. 2015 - present PI and Director, Center of Excellence in Research and Education for Big

Military Data Intelligence (CREDIT Center) 2013 - present Guest Professor, University of JiNan, P.R. China. Sep. 2009 - Aug. 2013 Associate Professor, Department of ECE, Prairie View A&M University Summer 2010 Visiting Professor, Aalto University, Finland Aug.2003 - Aug.2009 Assistant Professor, Department of ECE, Prairie View A&M University

4. Non-academic Experience

Jan. 2001 - Aug. 2003 MTS, Bell-Labs, Networks and Systems Research Department

5. Certification and professional registration:

LabVIEW Training Certificate 6. Current Membership in Professional Organizations:

Senior Member of IEEE 7. Honors & Awards

Outstanding Research Award, College of Engineering, PVAMU, 2012, 2015.

2008 Outstanding Teacher of the Year, College of Engineering, PVAMU. Central Bell-Labs Teamwork Award, June 2003

8. Service Activities (within and outside of the institution) Editor, Wireless Ad Hoc Networks, Scientific Research Pub.; Scientific World Journal, Hindawi; Lead Guest Editor, International Journal of Distributed Sensor Networks. Organizer & TPC Chair, 1st Workshop on Mission-Critical Big Data Analytics; Organizer & Publication Chair, CPS Week 2015; Poster Chair, IEEE Sarnoff Symposium 2015, TPC co-Chair, Crowncom 2012; Organizing Committee, QShine 2010; Organizer & Chair of Special Session on Cognitive Radio Networks and Tech., IEEE SMC 2009. Proposal Review Panel for NSF, ARO, NSERC. TPC member of many conferences and Reviewer for numerous journals and conferences.

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9. Publications and Presentations from the Last Five Years a. Kamto, L. Qian, W. Li, and Z. Han (2016). “λ-Augmented Tree for Robust Data Collection in Advanced Metering Infrastructure”, International Journal of Distributed Sensor Networks. b. H. Jafari, X. Li, and L. Qian (2016). “Efficient Processing of Uncertain Data Using Dezert- Smarandache Theory: A Case Study”, in Proc. of the IEEE International Conference on Big Data Intelligence and Computing. c. W. Oduola, N. Okafor, O. Omotere, L. Qian, and D. Kataria (2015). “Experimental Study of Hierarchical Software Defined Radio Controlled Wireless Sensor Network”, IEEE Sarnoff Symposium, Sep 20-22, 2015, Newark, NJ, USA. d. H. Jafari, X. Li, L. Qian, and Y. Chen (2015). “Community Based Sensing: A Test Bed for Environment Air Quality Monitoring using Smartphone paired Sensors”, IEEE Sarnoff Symposium, Sep 20-22, 2015, Newark, NJ, USA e. O. Omotere, L. Qian, and R. Jäntti (2015). “Performance Analysis on the Coexistence of Multiple Cognitive Radio Networks”, EAI Trans. on Cognitive Communications. f. A. Ali, S. Wei, and L. Qian (2015). “Optimal Call Admission and Preemption Control for Public Safety Communications”, IEEE Conference on Information Sciences and Systems (CISS), March 18-20, 2015, Baltimore, MD, USA. g. A. Pawloski, L. Wu, X. Du, and L. Qian (2015). “A Practical Approach to the Attestation of Computational Integrity in Hybrid Cloud”, International Conference on Computing, Networking and Communications.

10. Professional Development i. Invited Talk “Microgrid Optimization through Electric Vehicle Charging”, Texas State

University, USA, Nov 20 2014. ii. Invited Talk “A Community Sensing Framework for Threat Detection in Metropolitan

Area”, Center for Emergency Informatics, Texas A&M University, College Station, TX, USA, Feb 28 2014.

iii. Invited Talk “Auxiliary Frequency and Voltage Regulation in Microgrid via Intelligent

Electric Vehicle Charging”, IEEE SmartGridComm, Nov.4, 2014, Venice, Italy.

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CURRICULUM VITAE 1. NAME AND ACEDEMIC RANK: Matthew N. O. Sadiku, Full Professor 2. EDUCATION:

a. Ph.D (Electrical Engineering), Tennessee Technological University, 1984 b. M.S. (Electrical Engineering), Tennessee Technological University, 1982 c. B.S. (Electrical Engineering), Ahmadu Bello University, 1978.

3. ACADEMIC EXPERIENCE: 2002- Present – Professor, Prairie View A&M University 1988- 2000 - Asst. Assoc. and full Professor in Electrical Engr., Temple Univ.

1984-1988 - Asst. Professor in Electrical Engr., Florida Atlantic Univ.

4. NON-ACADEMIC EXPERIENCE: 2000-2001 Senior Engineer, Lucent/Avaya

2001-2002 Senior Scientist, Boeing Satellite Systems

5. CERTIFICATION AND PROFESSIONAL REGISTRATION: PE (Florida)

6. CURRENT MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

(a) Fellow, IEEE, (b) Member of ACM, (c) Member of ASEE

7. HONORS AND AWARDS Honors: Who's Who in American Christian Leadership, 1989.

Who's Who in the East, 1997-1998 Awards: 2000 McGraw-Hill/Jacob Millman Award 2003 IEEE Fellow 2014 Regents Professor

8. SERVICE ACTIVITIES (WITHIN AND OUTSIDE THE INSTITUTION) - Member of Doctoral Exam Committee - Member of the Search Committee for Vice President for Research

-Writing undergraduate and graduate textbooks - Reviewer for IEEE Transactions and CRC Press

9. PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS

a. Sadiku, M.N.O., "Elements of Electromagnetics", New York: Oxford University Press,

6th ed., 2015.

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b. Charles K. Alexander and M.N.O. Sadiku, "Fundamentals of Electric Circuits", McGraw

Hill, 6th ed., 2017.

c. M. N. O. Sadiku and W. H. Ali, “Signals and Systems: a Primer with MATLAB,” Boca Raton, FL: CRC Press, 2016.

d. M. N. O. Sadiku and W. H. Ali, “Solutions Manual for Signals and Systems: a Primer

with MATLAB,” Boca Raton, FL: CRC Press, 2016.

e. Sadiku, M.N.O. and Sudarshan Nelatury, "Analytical Techniques in Electromagnetics,” Boca Raton, FL: CRC Press, 2016.

f. Sadiku, M.N.O. and S.V. Kulkarni, "Principles of Electromagnetics", New Delhi, India:

Oxford University Press, 6th ed. Asian Adaptation, 2015.

g. M. N. O. Sadiku, R.C. Garcia, S.M. Musa, and S. R. Nelatury, “Markov chain Monte Carlo Solution of Poisson’s Equation,” International Journal on Recent and Innovation Trends in Computing and Communication, vol.3, no. 1,Jan. 2015, pp. 106-112.

h. S. M. Musa, M. N. O. Sadiku, and P.H. Obiomon, “Finite element analysis of

unshielded four conductors with three levels systems for integrated-circuit interconnects,” International Journal on Recent and Innovation Trends in Computing and Communication, vol.3, no. 7,July 2015, pp. 4968-4971.

i. M. N. O. Sadiku, M. Tembely, and S. M. Musa, “Engineering and Engineering

Technology: What is the difference?” International Journal of Engineering Technology and Computer Research, vol. 3, no. 4, July-August 2015, pp. 82-84.

j. M. N. O. Sadiku, A. E. Shadare, and S. M. Musa, “Data Mining: A Brief Introduction,” European Scientific Journal, July 2015, vol. 11, no. 21, pp. 509-513. k. M. N.O. Sadiku, M. Tembely, and S.M. Musa,” Nanotechnology: an Introduction,” International Journal of Software and Hardware Research in Engineering, vol. 4, no. 5, May. 2016, pp. 40-44.

10. PROFESSIONAL DEVELOPMENT ACTIVITIES • COMSOL Workshop – June 2013 • IEEE Southeast Conference - March 2012. • International Conference on Scientific Computing, 2014

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CURRICULUM VITAE 1. Name: Charlie L. Tolliver Academic Rank: Professor (Full Time) 2. Education: Ph.D. Electrical Engineering, 1976, Iowa State University, Iowa. M.S. General Engineering, 1970, Purdue University, Indiana B.Sc. Electrical Engineering, 1963Southern University, Louisiana 3. Academic Experience: 1976 - 81 University of Arkansas Associate Prof of EE, Arkansas 1981- 83 P V AM Professor of EE, Texas 1983-198 Vice President of Student Affairs PVAMU , Texas 1984-Present Professor of EE PVAMU, Texas 4. Non-Academic Experience: 1987 Johnson Space Center 5. Certification and professional registration: Professional License of Arkansas 6. Current Membership in Professional Organizations: (a) Member of IEEE, (b) Member of ASEE, (c) Member Sigma/XI 7. Honors & Awards

Certificate of Appreciation MLK Birth Day,Observance, Air Force, San anti 1987 Certificate of Appreciation NSBE , 1991 Certificate of Appreciation NASA 1995

8. Service Activities within and outside of the institution)

• CECSTR Scholarship Committee (2002-2010) • PHD Program Review for ECE Committee (2009-2014) • Lab Improvement Committee (2008-2014) • Preliminary examination Committee for PHD students (2008-2014)

9. Publications and Presentations from the Last Five Years

• Emmanuel S, Kolawole; Warsame H. Ali, Penrose Cofie, John Fuller, C.Tolliver, “ Design and implementation of Low-Pass, High-Pass and Band-Pass Finite Impulse response (FIR) Filters Using FPGA”, Scientific Research publishing, February 2015, 30-48 Pages.

• C.Tolliver, Obiomon, “ On the impact of Channel Doping Density on Nano-scale

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MOSFET Devices”

• C.Tolliver, Obiomon, “Temperature Dependence of MOSFET Threshold Voltage”

• C.Tolliver, Obiomon “The Electrical Characterization of the Temperature Depend”ence of MOSFET Threshold Voltage”.

10. Professional Development Activities (2002-Pres) Z-Ray Homeland Security (2002-Pres) Police Probe Homeland Security (2001- 2009) Army Research Laboratory – Collaborate Technical Alliance (2001-Sum) Army Research Laboratory – Collaborate Technical Alliance

Development and Demonstration of a highly efficient hybrid vehicle with better than zero emissions.

(1995-1997) K-Band Antennas (1991-1998) Time-Domain Microwave Imaging for Robotics Vision Applications. (1990-1998) Project/Team Leader - Robotics Vision Applications Systems. US Department of The Army Innovative Technology. (1990-1997) Co-Principal Investigator - Summer Research Internship and A Seminar in

University Research and Training. US Department of Education. (1990-1998) A Unified Education Curriculum for Freshman Engineers: Emphasizing

Creativity and Conceptualization in Professional Engineer Preparation. J. O. Morgan, C. L. Tolliver and several other engineering faculties.

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CURRICULUM VITAE

1. Name: Richard Wilkins, Professor, Department of Electrical and Computer Engineering.

2. Education: B.S., Physics, University of Pittsburgh, 1984; Ph.D., Physics, University of Michigan, 1991.

3. Academic experience :

• 9/10-present: Professor (with tenure): Department of Electrical and Computer Engineering, Prairie View A&M University.

• 9/03-8/10: Associate Professor (with tenure): Department of Electrical Engineering, Prairie View A&M University.

• 9/97-8/03: Assistant Professor: Department of Electrical Engineering, Prairie View A&M University.

• 10/08-present: Director: NASA Center for Radiation Engineering and Science for Space Exploration (CRESSE).

. 4. Non-academic experience : Visiting Graduate Student at Ford Motor Co., Scientific

Laboratory, Dearborn, MI, 5/87-12/90. Designed, built, and used cryogenic scanning tunneling microscope (CSTM) for experiments on single electron tunneling nano-scale metal droplets and high-Tc superconductors.

5. Certifications or professional registrations: N/A

6. Current membership in professional organizations: IEEE

7. Honors and awards: • 2014: NASA Group Achievement Award, University Research-1 Team (payload to the

International Space Station), NASA Johnson Space Center, September 2014. • 2014: NASA Group Achievement Award, Studies of Emission and Atmospheric

Composition, clouds, and Climate Coupling by Regional Survey (SEAC4RS), NASA Headquarters, August 2014.

• 2009: Researcher of the Year 2008, College of Engineering, Prairie View A&M University. • Invited Speaker: Spring 2006 Materials Research Society Meeting, Symposium II:

Materials in Extreme Environments, San Francisco, CA, April, 2006. • Invited Speaker: Fall 2005 Materials Research Society Meeting, Symposium Q:

Degradation Processes in Nanostructured Materials, Boston, MA, November 2005.

8. Service activities (within and outside of the institution): • “Space Exploration” merit badge advisor at Merit Badge University, Texas A&M University,

for Boy Scouts of America, March 2010, February 2011, April 2012. • Search Committee, Associate Professor for ECE Department, June 2013. • Tenure Review Committee, committee chair, ECE Department, January 2013. • Tenure and Promotion Committee, ECE Department, September 2012. • Search Committee, Assistant Professor for Computer Science, November 2014 – present.

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• Proposal Evaluator, Department of Energy, Office of Nuclear Physics, Small Business Innovative Research, November 2013.

• Referee, Journal of Composite Materials, November 2012. • Referee, Journal of Nanotechnology, June 2009; January 2012.

9. Publications and presentations from the past five years: • K. Rashid, R. Wilkins, A. Akturk, R. Dwivedi, and B. Gersey, “Terrestial Neutron Induced

Failures in Silicon Carbide Power MOSFETs”, to be published in the Proceeding of the Data Workshop, IEEE Nuclear and Space Radiation Effects Conference, Paris, France, July 2014.

• S. Kyatsandra and R. Wilkins, “Total ionizing dose x-ray radiation effects on MWCNT/PMMA thin film composites”, IEEE Transaction on Nanotechnology, Vol. 14 152-158 (2015).

• W. Kent Tobiska, B. Gersey, R. Wilkins, C. Mertens, W. Atwell, and J. Bailey, “U.S. Government shutdown degrades aviation radiation monitoring during solar radiation storm”, Space Weather, Vol. 12, 41-45 (2014); published online : 14 JAN 2014, DOI: 10.1002/2013SW001015.

• X. Peng, B. Isaac, and R. Wilkins, “Development of Nanoscale Virtual Reality Simulation for the Teaching of Nanotechnology ", Computers in Education Journal , Vol. 13, 25-34 (2013).

• “Enabling Scatterometry as an In-line Measurement Technique for 32 nm BEOL Application”, M. Golam Faruk, S. Zangooie, M. Angyal, D. Watts, M. Sendebach, L. Economikos, P. Herrera, and R. Wilkins, IEEE Transactions in Semiconductor Manufacturing, Vol. 24, 499-512 (2011).

• “M-Band analysis of chromosome aberrations in human epithelial cells induced by gamma rays and secondary neutrons of low dose rate”, H. Wu, M. Hada, F. Cucinotta, B. Gersey, P. Saganti and R. Wilkins, Mutation Research – Genetic Toxicology and Environmental Mutagenesis, Vol. 701, 67-74 (2010).

• W. Kent Tobiska, W. Atwell, J.B. Blake, W.R. Crain, K. Cecil, C. Flynn, R. Fuschino, R. Wilkins, B. Gersey, M. Holland, K. Malone, B. Schunk, D. Rice, D. Bell, C. Mertens, G. Crowley, D. Bouwer, L. Didkovsky, J. Bailey, and H. Garrek, “Innovating Radiation Measurements on Aircraft”, 2013 Space Weather Workshop, Boulder, CO, April 16 – 19, 2013.

10. Briefly list the most recent professional development activities: • ITAR (International Traffic in Arms) Tutorial, 2012 Hardened Electronics and Radiation

Technology (HEART) Conference, Monterey, CA, March 2012. • IEEE Nuclear & Space Radiation Effects Conference Short Course: 1999, 2000, 2001, 2002,

2003, 2004, 2005, 2006, 2007, 2009, 2011, 2012 & 2014 (earned continuing education credits each year).

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APPENDIX C – Equipment Instructional and Laboratory Equipment

Laboratory Equipment Circuits & Electronics Laboratory

Oscilloscopes NI ELVIS Signal Generators Multimeters Power Supplies Variac Capacitor/Inductor Analyzer Transistor Curve Tracer 15 Personal Computers & 1 Printer Assortment of Resistors, Capacitors, Inductor Breadboard Software Packages (LabView, Ni-Multisim 10.0)

Microprocessor Systems and Digital Logic Lab

20 Personal Computers 1 Printer Protoboard design station Logic Analyzers IC Tester Software Packages ( MATLAB 2010B, Labview 8.5, Ni-Multisim 10.0, Modelsim 11.0, Xilinx 8.5) 20 PIC Trainers

FPGA Lab Personal Computer Agilent 4-channel oscilloscope Agilent 15-MHZ Function Generator Agilent Digital Multimeter Agilent Triple output DC Supply Xilinx Digilent Basys 2 Digilent Nexys 2 TI TivaTM C Series LaunchPad Evaluation Kit Digilent Orbit BoosterPack

DSP Lab 24 Personal Computers Microphones Loudspeakers Texas Instrument DSP Kits LabVIEW NI MyDAQ Printer

Power Labs Single-phase transformer module (Lab Volt) Capacitance modules (Lab Volt) Inductance module (Lab Volt) Digital Multimeter

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Digital Clamp-on Multimeter Motors Generators Transformers Lab-Volt Experimental Units

Controls Lab 13 Computers 1 Printer 4 DYNO-KIT (Motor controller) 4 D SPACE 2 FPGA DSP Kit 2 ALLEN BRADLEY PLC

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APPENDIX D – Institutional Summary 1. The Institution a. Name and Address of the Institution Prairie View A&M University P.O. Box 519, MS 1001 Prairie View, Texas 77446 http://www.pvamu.edu b. Name and Title of the Chief Executive Officer of Prairie View A&M University: Dr. George C. Wright, President c. Name and title of the person submitting the Self-Study Report: Dr. Kendall T. Harris, Dean of Roy G. Perry College of Engineering

d. Name the organizations by which the institution is now accredited, and the dates of the initial and most recent accreditation evaluations:

Accreditation organization for Prairie View A&M University is the Commission on Colleges of the Southern Association of Colleges and Schools. The initial accreditation was received in 1958; and the most recent accreditation was in 2010. 2. Type of Control The type of managerial control of the institution is public-state in the State of Texas. 3. Educational Unit Prairie View A&M University is governed by the Board of Regents of the Texas A&M University System through the System Chancellor, Mr. John Sharp. The President of Prairie View A&M University, Dr. George C. Wright, reports to Chancellor Sharp. There are six vice presidents and other special assistants who work directly under President Wright. Dr. Felecia N. Nave, the Provost and Senior Vice President of Academic Affairs, oversees the operations of all academic units in the institution. The Organizational Chart of the Office of the President is illustrated in Figure D-1. The Dean of the Roy G. Perry College of Engineering, Dr. Kendall T. Harris, is the Chief Officer within the College who reports directly to the Provost and Senior Vice President for Academic Affairs, Dr. Felecia M. Nave. Dean Harris assumes ultimate responsibility for all activities relating to the delivery of quality educational programs and services for the College. These duties include: supervision of the department heads for the six academic departments, the development and maintenance of a highly competent instructional faculty, and the planning, development, and evaluation of instructional programs for the college. The Dean reviews and recommends employment, promotion, tenure, and termination of all faculty and support staff in the College. The Organizational Chart of the Roy G. Perry College of Engineering is illustrated in Figure D-2. The Department Heads - Dr. Irvin W. Osborne-Lee, (Chemical Engineering), Dr. Emmanuel Nzewi (Civil and Environmental Engineering), Dr. Yonggao Yang (Computer Science), Dr. Pamela Obiomon (Electrical and Computer Engineering), Dr. Paul Potier (Engineering Technology) and Dr. Jianren Zhou (Mechanical Engineering), serve as instructional officers and are appointed by the President upon

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the recommendation of the College Dean and the Provost & Senior Vice President for Academic Affairs. Each department head is a faculty member who is released part-time (50%) from instructional duties to organize and lead the faculty in the development, implementation, and evaluation of academic and student programs and procedures that are assigned to and/or affect that department. The associate dean, Dr. Shield Lin, who is released 75% from instructional duties, serves under direct supervision of the Dean in the Dean's office. Dr. Lin coordinates administrative, curricula, and research activities in the College by working closely with the department heads. Each department head reports to the administration through the Dean of the College. It is the department head’s responsibility to oversee that the functions of the faculty are executed efficiently. As a member and significant representative of the department faculty, the department head provides leadership in developing and articulating departmental aspirations, standards, and points of view. The department head is responsible for maintaining faculty and student morale as well as promoting cooperation and rapport among faculty and students along with the college and university administration.

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Figure D-1. Organizational Chart of Office of the President

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Figure D-2. Organizational Chart of Roy G. Perry College of Engineering

KENDALL T. HARRIS

DEAN

SHIELD LINASSOC. DEAN

VacantDIRECTOR OF ENGINEERING

STUDENT SERVICES

JASMINE MURRYPROGRAM COORDIANTOR

CHARLESEDDER LOVEADMINISTRATIVE ASST I

STUDENT ACTIVITIES

ANNE ROBINSONADMINISTRATIVE ASST II.

UNDERGRADUATE PROGRAMS

CHRIS GALVEZSYSTEMS ANALYST

VACANTSPECIAL TECHNICIAN

EQUIPMENT

EMMANUEL NZEWICIVIL & ENVIRONMENT

ENGI.PAUL POTIERENGINEERINGTECHNOLOGY

JIANREN ZHOUMECHANICAL ENG.

PAMELA OBIOMONELECTRICAL AND COMPUTER

ENG.

RIZ KURESHIENGIEERING LAB

TECHNICIAN II

IRVIN OSBORNE-LEECHEMICAL ENG.

YANGGAO YANGCOMPUTER SCIENCE

JEFFREY HAMPTONENGINEERING LAB

TECHNICIAN I

FREDA JACKSON EXECUTIVE ASST.

TO THE DEAN

Organization

COLLEGE OF ENGINEERING – DEAN’S OFFICEORGANIZATIONAL CHART

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4. Academic Support Units The major academic supporting units include Department of Mathematics, Department of Physics, and Department of Chemistry, and Department of Languages and Communication. The responsible persons and description of these departments are shown below: Department of Mathematics Department Head: Dr. Aliakbar M. Haghighi The Department of Mathematics has 14 full-time faculty members and 10 adjunct faculty members. The department offers a Bachelor of Science degree in Mathematics. The purposes of the Department of Mathematics are as follows: 1. To provide quality instruction, research and outreach programs in mathematics that produce independent learners equipped with approaches to problem solving and decision-making techniques necessary to meet the challenges of their chosen careers and function in the mainstream of the communities in which they live. 2. To train competent mathematics teachers and prospective mathematicians, engineers, scientists, and other mathematics based and/or related professionals with the knowledge-base necessary to perform successfully in graduate and professional schools and in the world of work. Physics Program Program Coordinator: Dr. Premkumar Saganti The Physics Program offers a Bachelor of Science degree in Physics. The program aims to provide a broad and solid background in fundamental physics from introductory to advanced coursework, including astronomy, and then to provide specialized educational preparation and training in several disciplines. In addition to offering a diversified program for physics majors, the program also serves a large number of students from engineering, sciences, and pre-medical programs, and other undergraduates including all other non-science majors seeking curriculum requirements in science. The program has fully equipped state-of-the-art laboratories, including the Physics Learning Center (for undergraduates), and the Science Education Center (for middle and high school students and teachers), which provide technology-based learning environments. Other research laboratories for undergraduate students include a Computational Physics Laboratory, a Medical Imaging Laboratory and a Magnetic Field Laboratory and several research students are supported through NSF, NIH, DOD, and DOE research grants. With the recently initiated Chancellor's Research Initiative (CRI) opportunity, the physics program will also benefit with the expanding state-of-the art advanced radiation biology laboratories and computing clusters for modeling and visualization capabilities. Department of Chemistry Department Head: Dr. Aderemi Oki The Department of Chemistry has nine full-time faculty members. The Department of Chemistry is concerned with facilitating learning through the analysis and synthesis of data as it relates to the chemical world. The B.S. program in Chemistry is designed to provide deep understanding of scientific processes and principles, which will enable students to develop intellectually, culturally, socially and morally. It is further intended to provide a comprehensive foundation in all the major areas of Chemistry, while offering a good measure of flexibility. Through the

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execution of its functions, the department prepares students for careers in teaching, research, industry, and pre-professional training in Medicine, Dentistry and Allied health professions. Department of Languages and Communications Interim Department Head: Dr. Ymitri Mathison The Department of Languages and Communication has 27 faculty members. The Department offers its students a liberal arts education emphasizing the acquisition of language and communication skills and the mastery of media techniques. The program’s objective is to prepare students for a broad range of careers in language, literary specialties, interpersonal and mediated communication; to equip students with the skills and knowledge required for graduate and professional schools; and to provide communication services as a public service. Programs offered by the department are communication, English, and foreign languages, including a minor in Spanish and course offerings in Chinese and Arabic. 5. Non-academic Support Units The university library, computing facility, career services, and tutorial services and names and titles of the individuals responsible for these units are described in the following: Library Director, University Library Services: Dr. Rosie L. Albritton The John B. Coleman Library holds over 350,000 volumes, including more than 800 print periodical titles with access to several thousand electronic full-text scholarly journals. The library is also a participating member of a statewide database-sharing program known as TexShare, and a member of the Houston Area Research Libraries Consortium (HARLIC). These multi-type library consortia provide online resource-sharing and reciprocal borrowing privileges. Information is provided at several public service contact-points in the library, including the Reference Desk, Circulation Desk, the Current Periodicals Desk, and the Information Desk. The library is fully automated with terminals available for public use, and maintains a fully integrated library technology system to support all library operations and technical services. Reserve materials, audio-visual media, and equipment are available at the Circulation Desk. The Special Collections Department on the 5th floor houses a number of unique collections, including the University Archives, and a rare book collection. The Delco and African American Art Gallery occupies the 4th floor of the library. The University Library is also responsible for providing Distance Library Services for the Nursing Program located in the Houston Medical Center, and for the Graduate Programs offered at the Northwest Center, in Spring, Texas. The most valuable resource is the dedicated and talented library staff. Together they work to assist students and faculty with their research and information needs. They strive to ensure that our students, faculty, staff, and other members of the university community have the necessary resources and materials. With a variety of print collections and a growing list of comprehensive online resources, the John B. Coleman Library is experiencing a vital stage of “transformation.” The library continues to develop a quality balanced collection from the ever growing world of print, while also maintaining a steady response to the technology of a rapidly changing world of networks, databases, and global Internet access.

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Computing Facilities (a) University’s General Computing Facilities - Student Computer Center Labs Information Technology Services currently supports five state-of-the-art technology and collaboration facilities on three Prairie View A&M university campuses. The Student Computer Center Labs are designed to support the academic and research goals of the entire campus community. Students are invited to conduct research or review online material in one of five general computer labs that together hold almost 500 high-speed computers. Library users may access the digital library, write a paper, check e-mail, or just surf the Web. Several work and study spaces designed for comfort, flexibility, and easy collaboration are also available. Students can work alone or with a study group. The Student Computer Centers provide flexible hours of operation, including extended weekday hours and support for weekend access. Student Portal – Panthertracks is designed for student registration for classes, view and pay fees, view financial aid status, tracking documents, transcript request, and for prospective students’ access to general information. Outlook Web Access is the e-mail system provided to the students. The campus wireless network is available to the students, faculty, and staff, and offers fast and reliable data connection speed. The Help Desk has been implemented to deliver convenient computer, network and applications technical support services. This service includes a professionally staffed call center with computer technicians and a proprietary, full-featured technical support problem tracking and reporting system. (b) Computing Facilities in College of Engineering Within the Roy G. Perry College of Engineering, the Engineering Student Success Center located in Wilson Engineering building has 40 computer workstations that provide main software for all majors in the college. Every department has its own computer laboratories. The departmental computer laboratories are equipped with software and hardware to sufficiently support courses offered and student usage. The Student Success Center and departmental computer laboratories are open for the students through extended weekday hours and weekend hours.

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Career Services Director, Career Services: Mrs. Glenda Jones The Prairie View A&M University Career Services Office located in room 210 on the second floor of Evans Hall is a centralized office helping students and alumni of Prairie View A&M University in career exploration, career development, graduate/professional school application, and intern or co-op employment, as well as professional employment upon graduation. The Office offers many unique services, such as career workshops, on-campus interviewing, experiential education and internship programs. More than 100 companies are attracted to the Prairie View A&M campus for the Fall Career Fair and the Spring Career Fair. Students are encouraged to register with Career and Outreach Services Office to participate in the Career Fairs. Through the Website, the students can submit resumes, letters of interest, and schedule campus interviews. Many students receive temporary or permanent job offers through the Career Services. Tutoring, Mentoring, and Support for Students at University The university's Student Academic Success Center (SASC) identifies academic and social roadblocks that interfere with persistence and timely graduation of PVAMU students. SASC retention initiatives are administered through the services provided by the Center for the Oversight and Management of Personalized Academic Student Success (COMPASS) and by the Panther Pride Summer Bridge Program. COMPASS builds on leading retention data and recognized “best practice” research, COMPASS is designed to help Prairie View students navigate toward graduation by providing the following services: Academic Advisement, Targeted Tutorials, Campus-Wide Referrals, and Academic & Social Workshops. Tutorial, Supplemental Instruction and Recitation Services in College of Engineering The College of Engineering provides a variety of services to assist the students academically. Engineering Student Success Center was established in the college in 2010. It has provided additional tutorial and other services to the students. The college employs upper-class students to offer supplemental instructions to key courses in the first two years of the undergraduate degree programs in the college. To service the upperclassmen, the Center offers peer to peer supplemental instruction for these students by allowing an individual student to form small supplemental instruction groups that will enhance the understanding of peers. Faculty also adds an extra recitation hour to their class schedules to these key courses in each degree program. A typical recitation hour is scheduled in the late afternoon after 5 p.m. to avoid conflicts with other schedules students have. Attendedance at the recitation hour is mandatory for all students in the class. The extra hour has been used for problem solving, reciting difficult concepts in subjects, and group discussions. 6. Credit Unit All programs are based on semester units which are defined as one half year in the evaluation of the engineering program. One academic year represents 30 weeks of classes. A full-time one half year of study approximates to 16 semester credit hours. One semester credit hour of class work is defined as 1 hour (fifty minutes) of lecture session or 2 to 3 hours laboratory session per week for 15 weeks.

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7. Tables Table D1 summarizes enrollment and degree awarded data and Table D2 summarizes personnel data in the Electrical Engineering program.

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Table D-1: Program Enrollment and Degree Data Computer Engineering Program

Academic

Year

Enrollment Year

Tota

l U

nder

grad

Tota

l G

rad Degrees Awarded

1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates Current 2015-

16 FT 30 16 10 19 3 78

* * *

Year PT 1 1 6 8 1 2014-

15 FT 40 12 22 12 9 95

10 10 6

PT 2 1 1 1 1 6 2 2013-

14 FT 24 22 22 8 18 94

5 12 5

PT 1 1 3 5 3 2012-

13 FT 45 24 10 14 9 102

3 5 1

PT 1 2 1 1 5 4 2011-

12 FT 43 18 22 5 13 101

11 8 7

PT 3 1 0 4 8 Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the on-site visit. * to be obtained by the end of the 2015-16 academic year. FT--full time, PT--part time

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Table D-2: Personnel Computer Engineering

Year1: Fall 2015 HEAD COUNT FTE2

FT PT

Administrative2 1

Faculty (tenure-track)3 1 1 Other Faculty (excluding student Assistants) 14 2 1

Student Teaching Assistants4 8 1

Technicians/Specialists 1

Office/Clerical Employees 2 1

Others5 (undergraduate student) 1 1 Report data for the program being evaluated.

1. Data on this table should be for the fall term immediately preceding the visit. Updated tables for the fall term when the ABET team is visiting are to be prepared and presented to the team when they arrive.

2. Persons holding joint administrative/faculty positions or other combined assignments

should be allocated to each category according to the fraction of the appointment assigned to that category.

3. For faculty members, 1 FTE equals what your institution defines as a full-time load

4. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For

undergraduate and graduate students, 1 FTE equals 15 semester credit-hours (or 24 quarter credit-hours) per term of institutional course work, meaning all courses — science, humanities and social sciences, etc.

5. Specify any other category considered appropriate, or leave blank.

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Signature Attesting to Compliance By signing below, I attest to the following: That Computer Engineering Program has conducted an honest assessment of compliance and has provided a complete and accurate disclosure of timely information regarding compliance with ABET’s Criteria for Accrediting Engineering Programs to include the General Criteria and any applicable Program Criteria, and the ABET Accreditation Policy and Procedure Manual. ________________________________ Dean’s Name (As indicated on the RFE) ________________________________ _______________________ Signature Date